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Bradford Saron

Infographic: How Do Teachers Think We Should Measure Student Achievement? -... - Stumbl... - 0 views

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    Click into the "Launch Infographic" and take a look at this survey. I'm big on looking for subscript and reading beyond the lines. I wonder what this says of rigor, engagement, and mastery essential skills or critical thinking. Suggested further reading to find out about engagement and assessment? Marzano's new book on student engagement. Awesome. My copy actually has real highlighted text all over the pages. 
Bradford Saron

From "Command & Control" to "Encourage & Engage" - 0 views

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    Via @mcleod, From command and control to encourage and engage. 
Robert Slane

Pinwheel Discussions: Texts in Conversation < Teaching Channel - 0 views

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    Pinwheel Discussions: Great Way to Engage Learners - Watch this video
Bradford Saron

Alan Gershenfeld: Game-Based Learning: Hype Vs. Reality - 0 views

  • Project-based learning: Games are interactive, "lean-forward," and participatory. They enable players to step into different roles (e.g. scientist, explorer, inventor, political leader), confront a problem, make meaningful choices and explore the consequences of these choices. Games can help make learning more engaging, relevant and give students real agency in ways that static textbooks simply cannot.
  • Personalized learning: Games are designed to enable players to advance at their own pace, fail in a safe and supportive environment, acquire critical knowledge just-in-time (vs. just-in-case), iterate based on feedback and use this knowledge to develop mastery. Games can help teachers manage large classes with widely divergent student capabilities and learning styles through embedded assessment and individualized, adaptive feedback.
  • 24/7 learning: Games offer a delicate mix of challenges, rewards and goals that drive motivation, time-on-task and a level of engagement that can seamlessly cross from formal to informal learning environments. Given that kids spend more time engaged with digital media than any other activity (other than sleep), games can enable an increasing portion of this out-of-school digital media time to effectively reinforce in-school learning (and vice-versa).
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  • Peer-to-peer learning: Games are increasingly social. Whether they involve guilds or teams jointly accomplishing missions, asynchronous collaboration over social networks or sourcing advice from interest-driven communities to help solve tricky challenges, games naturally drive peer-to-peer and peer-to-mentor social interactions.
  • 21st Century skill development: Games are complex. Whether it is a 5-year-old parsing a Pokemon card or a 15-year-old optimizing a city in SimCity, games can foster critical skills such as problem solving, critical thinking, systems thinking, digital media literacy, creativity and collaboration. Given that many of the jobs that will emerge in 21st century have not yet been invented, these 'portable' skills are particularly important.
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    Although some of the stats may be uncharacteristic of most of Wisconsin, this seems well presented-especially the bold points of strength for gaming. 
Bradford Saron

UCEA || University Council for Educational Administration - Home | Quality Le... - 1 views

  • we must engage in rigorous, disciplined inquiry and informed dissent and commentary” about our work and the social, political, and economic contexts in which our work is situated.
  • initiate the development of venues where it is possible to hear the perspectives of many groups, including those who oppose us, remaining open to new data or points of view, yet staying true to our work and our purpose—producing high quality educational leaders and rigorous research of consequence.
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    Must read!
Bradford Saron

The Rules of Social Media Engagement Brian Solis - 0 views

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    This is a great resource. Thoughtful and current, Brian Solis has really been able to capture most of the pieces to the puzzle of managing social media in the work (school) place. 
Robert Slane

Is the flipped classroom a better version of a bad thing? - 1 views

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    Flipped classroom cautions - Brings up points about whether flipped classrooms provide engagement.
Bradford Saron

Do I Have Your Attention? - Ewan McIntosh | Digital Media & Learning - 2 views

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    This is a great example of how someone has re-mixed different media to produce something telling. It also helps us break the confines of our existing thought paradigm about instruction, learning, interest, engagement, etc. etc. I also love McIntosh's commentary. 
Bradford Saron

8 Ways Technology Is Improving Education - 1 views

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    A tale of interactiveness and engagement. 
Bradford Saron

The Pursuit of Technology Integration Happiness: 10 Tips/Ways Blog Posts Recap - 1 views

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    What a great list of ways to engage and integrate. 
Bradford Saron

Cognitive Interfund Transfer: Mission: Engage, Then Empower . . . Superintendents! - 1 views

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    New blog post. 
Ryan Alderson

Standing in the Back, Watching the Screens - 0 views

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    Jonathan Martin makes a compelling argument for a less restrictive digital learning environment. Designing and delivering engaging and relevant instruction has always inhibited off-task behaviors and will continue to do so even with the temptations digitally armed students might encounter.
Louie Ferguson

The Rules of Social Media Engagement Brian Solis - 1 views

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    A great resource for thoughtful discussion about social media policy.
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    If you don't have his subscription in your reader, you should.
Bradford Saron

The Gap Between Social Media and Business Impact: 6 stages of social business transform... - 0 views

  • Stage 1: Planning – “Listen to Learn”
  • Stage 2: Presence – “Stake Our Claim”
  • Stage 3: Engagement – “Dialog Deepens Relationships”
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  • Stage 4: Formalized – “Organize for Scale”
  • Stage 5: Strategic – “Becoming a Social Business”
  • Stage 6: Converged – “Business is Social”
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    Stages of transformation apply to all reform. 
Bradford Saron

Why Schools Must Move Beyond One-to-One Computing | November Learning - 4 views

  • Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement. Unless clear goals across the curriculum—such&nbsp;as the use of math to solve real problems—are articulated at the outset, one-to-one computing becomes “spray and pray.”
  • Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
  • The more important questions revolve around the design of the culture of teaching and learning. For example, how much responsibility of learning can we shift to our students (see Who Owns the Learning by Alan November)? How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world? How can we engage parents in new ways? (See @livefromroom5 on Twitter.) How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
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  • it’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
  • it’s essential to craft a vision that giving every student a digital device must lead to achievements beyond what we can accomplish with paper.
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    A must read for anyone critically thinking about tech integration. 
Bradford Saron

The Hard Science of Teamwork - Alex "Sandy" Pentland - Harvard Business Review - 1 views

  • Our data show that great teams: Communicate frequently. In a typical project team a dozen or so communication exchanges per working hour may turn out to be optimum; but more or less than that and team performance can decline.Talk and listen in equal measure, equally among members. Lower performing teams have dominant members, teams within teams, and members who talk or listen but don't do both. Engage in frequent informal communication. The best teams spend about half their time communicating outside of formal meetings or as "asides" during team meetings, and increasing opportunities for informal communication tends to increase team performance.Explore for ideas and information outside the group. The best teams periodically connect with many different outside sources and bring what they learn back to the team.
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    Great article on Teamwork, and the internal dynamics of human interaction (or lack there of). 
anonymous

Classrooms Need More Pizzazz - Sputnik - Education Week - 0 views

  • Kids who feel confident, engaged, and motivated to learn do not act out.
  • Yet using classroom management methods to get students to attend to boring lessons is shoveling against the tide.
  • The goal of classroom management is not quiet classrooms, it's productive students.
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    pbis
Bradford Saron

So Here's What I'd Do : 2¢ Worth - 0 views

  • But here are the solutions that this challenge brings to mind. Eliminate paper from the budget and remove all copiers and computer printers from schools and the central office (with exceptions of essential need). “On this date, everything goes digital.” Create a professional development plan where all faculty and staff learn to teach themselves within a networked, digital, and info-abundant environment — it’s about&nbsp;Learning-Literacy. Although workshops would not completely disappear, the goal would be a culture where casual, daily, and self-directed professional development is engaged, shared, and celebrated — everyday! Then extend the learning-literacy workshops to the greater adult community. Establish a group, representing teachers, staff, administration, students, and community. Invite a “guru” or two to speak to the group about the “Why” of transforming education. &nbsp;Video or broadcast the speeches to the larger community via local access, etc. The group will then write a document that describes the skills, knowledge, appreciations and attitudes of the person who graduates from their schools — a description of their goal graduate. The ongoing work of writing this document will be available to the larger community for comment and suggestion. The resulting piece will remain fluidly adaptable. Teachers, school administrators, and support staff will work in appropriately assembled into overlapping teams to retool their curricula toward assuring the skills, knowledge, appreciations and attitudes of the district’s goal graduate. Classroom curricula will evolve based on changing conditions and resources. To help keep abreast of conditions, teachers and support staff will shadow someone in the community for one day at least once a year and debrief with their teams identifying the skills and knowledge they saw contributing to success, and adapt their curricula appropriately.
  • The district budget will be re-written to exclude all items that do not directly contribute to the goal graduate or to supporting the institution(s) that contribute to the goal graduate. Part of that budget will be the assurance that all faculty, staff, and students have convenient access to networked, digital, and abundant information and that access will be at least 1 to 1. A learning environment or platform will be selected such as Moodle, though I use that example only as a means of description. The platform will have elements of course management system, social network and distributive portfolio. The goal of the platform will be to empower learning, facilitate assessment, and exhibit earned knowledge and skills to the community via student (and teacher) published information products that are imaginative, participatory and reflect today’s prevailing information landscape. Expand the district’s and the community’s notions of assessment to include data mining, but also formal and informal teacher, peer, and community evaluation of student produced digital products. Encourage (or require) teachers to produce imaginative information products that share their learning either related or unrelated to what they teach. &nbsp;Also establish learning events where teachers and staff perform TED, or TELL (Teachers Expressing Leadership in Learning) presentations about their passions in learning to community audiences. Recognize that change doesn’t end and facilitate continued adapting of all plans and documents. No more five-year plans. Everything is timelined to the goal graduate.
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    In response to the "bad" trend of tech gurus not offering any solutions. 
Robert Slane

- The Connected Educator Culture - 0 views

  • What does it take to be a Connected Educator?Willingness to be digitally literateWillingness to seek out and connect with other educators.Willingness to explore and share ideas with other educatorsWillingness to develop and maintain a Professional Learning Network of sourcesWillingness to peruse, engage, and share pertinent Education BlogsWillingness to be a lifelong learner in pursuit of relevance
Bradford Saron

Daniel Pink's Think Tank: Flip-thinking - the new buzz word sweeping the US - Telegraph - 1 views

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    Note that this article is written by Daniel Pink, the author of A Whole New Mind and Drive. 
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