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Bradford Saron

Innovation Excellence | Essential Skills for 21st Century Survival (Part 6) - 0 views

  •  Pattern Recognition, Environmental Scanning, Network Weaving, Foresight, and Conscious Awareness
  • “Those who tell the stories rule society.” ~ Plato
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    This is a great 12 part series (currently on part 6). 
Bradford Saron

The 33 Digital Skills Every 21st Century Teacher should Have - 0 views

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    Administrators should have these skills too! I know what I am doing for edtech remediation this summer!
anonymous

Defining College and Career Readiness: Take Action Now | ASCCC - 0 views

  • he Educational Policy Improvement Center (EPIC) in Oregon, in a formal study asked higher education faculty what skills and knowledge they believe contribute to preparing students to succeed in college. Conley’s definition of college and career readiness is very basic: The level of preparation a student needs to succeed – without remediation – in credit-bearing general education courses or a two-year certificate program.1 The State of Colorado has also adopted this definition for college readiness.2 Such a definition might satisfy some community college and university faculty, but it is not comprehensive enough to really describe the preparation students need for the world of work or college level studies. There are productive behaviors that faculty expect in students and that employers expect in employees as well. EPIC went further to define college and career readiness by expanding the definition into one that is more comprehensive. The expansion includes more of the habits, skills, and attitudes that faculty and employers know are essential to success. It includes four areas:Key Content Knowledge (writing, simple research, core/GE subject area knowledge) Key Cognitive Strategies (inquisitiveness, reasoning, intellectual openness, precision and accuracy) Key Learning Skills and Techniques (self-control, note taking, time management) Key Transition Knowledge and Skills (understanding college or work as a system, interpersonal and social skills, culture of college)
  • nother resource for higher education faculty to consider is the work done by Arthur L. Costa regarding habits of mind for effective participation in the workplace and beyond. Costa’s recommended habits of mind are popular today and can be used for college students and employees alike. The 16 Habits of mind5 Persisting Communicating with clarity and precision Managing impulsivity Gathering data through all senses Listening with understanding and empathy Creating, imagining, innovating Thinking flexibly Responding with wonderment and awe Metacognition Taking responsible risks Striving for greater accuracy and precision Finding humor Questioning and problem posing Thinking interdependently Applying past knowledge to new situations Remaining open to continuous learning
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    leadership academy
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 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.  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.  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. 
Bradford Saron

Online Community Manager: A New Position in Education - 1 views

  • 1) Protect their identity
  • 2) Engage their community
  • Community Advocate Brand Evangelist Savvy Communication Skills, Shapes Editorial Gathers Community Input for Future Product and Services
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  • 1) A Community Advocate
  • 2) School Evangelist
  • 3) Savvy Communication Skills, Shapes Editoria
  • 4) Gathers Community Input for Future Product and Services
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    The four tenets of the community manager: Community AdvocateBrand EvangelistSavvy Communication Skills, Shapes EditorialGathers Community Input for Future Product and Services Very interesting article. 
Curt Rees

Donald Clark Plan B - 0 views

  • My suspicion is that they know far more about this than we adults.
  • Never have the young shared so much, so often in so many different ways.
  • Teaching and lecturing are largely lone wolf activities in classrooms. Schools, colleges and Universities share little. Educational professionals are deeply suspicious of anything produced outside of their classroom or their institution.
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  • Beware of big, abstract nouns.
  • When it comes to creativity, my own view is that the music, drama and other creative skills my own offspring have gained, have mostly been acquired outside of school.
  • Universities were failing badly on the three skills they studied; critical thinking, complex reasoning and communications
  • Across the Arab world young people have collaborated on Blogs, Twitter, Facebook and Youtube to bring down entire regimes. Not one of them has been on a digital literacy course.
  • Pushing rounded, sophisticated, informal skills into a square, subject-defined environment is not the answer.
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    This is very thought-provoking, especially the section on collaboration. 
Bradford Saron

William Skilling: Five Things I've Learned - 2 views

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    From the unbelievable William Skilling in Oxford, MI. 
Bradford Saron

Educational Leadership:Teaching Screenagers:Three Schools for the 21st - 0 views

  • That future is here, and with it a demand for new essential skills.
  • The school planned its approach and curriculum carefully before it opened, in a way that reflected its core values of inquiry, collaboration, and reflection
  • he students are learning essential skills in communication, collaboration, and critical thinking. They have also learned that social media is not only about socializing, but also about learning from and with their peers—and that their peer group is far broader than they could have imagined.
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  • Several features common to these learning sites can guide other schools interested in transforming teaching and learning with technology as a component. Each of these schools Erased content area boundaries. Units and projects focus on integrating and applying skills. Set up methods to teach and assess students through projects, with the emphasis on doing, not remembering content. Continued to address state standards and perform well on state-assessments. Gave students freedom and responsibility to use digital tools as they see fit, rather than predefining how technology should be used for learning.
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    Three schools, one rural, on tech integration. 
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

MediaShift . Learning in a Digital Age: Teaching a Different Kind of Literacy | PBS - 0 views

  • Our global environmental, economic and social challenges require non-standardized skills such as creativity, problem-solving and collaboration. Accordingly, these are becoming indispensable skills for learners and workers who hope to stay at the innovative edge of today and tomorrow. While these 21st century skills are essential, they aren't enough. There is a growing expectation for these abilities to be leveraged and expressed using digital tools.
  • As media scholar Henry Jenkins has said: "Traditionally we wouldn't consider someone literate if they could read but not write. And today we shouldn't consider someone literate if they can consume but not produce media."
  • The literacy of the future rests on the ability to decode and construct meaning from one's constantly evolving environment -- whether it's coded orally, in text, images, simulations, or the biosphere itself. Therefore we must be adaptive to our social, economic and political landscape. Those of us living in this digital age are required to learn, unlearn and learn again and again.
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  • "The dogmas of the quiet past are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise with the occasion. As our case is new, so we must think anew and act anew."
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    What does literacy mean for students in the digital age? 
Bradford Saron

Teachers and Administrators, Don't Be Scared of Technology: It Won't Replace the Classr... - 1 views

  • hese skills are not taught by rote learning alone, but rather are learned through discovery, inquiry, and exploration. Many of these skills cannot be successfully taught through an application or website, but must be experienced in class and facilitated by a teacher.
  • Just because an educational tool isn’t perfect does not mean it should be disregarded. Just because an online classroom does not replace the role of a teacher doesn’t mean that this learning tool has no educational merit. Though there are thousands of technological tools that help enhance instruction, it doesn’t mean that teachers will be rendered obsolete.
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    A must read
Bradford Saron

Learn the Basics of Photoshop: The Complete Guide - 0 views

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    How many times have I wished that I had more skill in Photoshop. What a great resource. 
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

Blog - kernkelley - 0 views

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    Google certified teacher who is showing off his google spreadsheet skills. 
Bradford Saron

A Different Type of Grading Scale | Connected Principals - 0 views

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    As we begin to move away from Education 1.0 and into Education 2.0 (or 3.0), we will all struggle with describing/assessing student progress in mastery of skills and concepts--if you aren't struggling with it already. Here are a couple of alternatives to the traditional grading system. These also align better with technologically-based, tech-oriented, cloud-associated assignments.
Bradford Saron

Teaching for America - NYTimes.com - 0 views

  • Incremental change isn’t going to get us where we need to go. We’ve got to be much more ambitious. We’ve got to be disruptive. You can’t keep doing the same stuff and expect different results.
  • There are three basic skills that students need if they want to thrive in a knowledge economy: the ability to do critical thinking and problem-solving; the ability to communicate effectively; and the ability to collaborate.
  • they insist that their teachers come from the top one-third of their college graduating classes.
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  • They have invested massively in how they recruit, train and support teachers, to attract and retain the best.
  • Duncan’s view is that challenging teachers to rise to new levels — by using student achievement data in calculating salaries, by increasing competition through innovation and charters — is not anti-teacher.
  • How we recruit, train, support, evaluate and compensate their successors “is going to shape public education for the next 30 years,” said Duncan. We have to get this right.
  • All good ideas, but if we want better teachers we also need better parents — parents who turn off the TV and video games, make sure homework is completed, encourage reading and elevate learning as the most important life skill. The more we demand from teachers the more we have to demand from students and parents. That’s the Contract for America that will truly ensure our national security.
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    Here, Friedman analyzes Duncan's new approaches to federally initiated school reform. His last point, however, is very thought provoking. 
Bradford Saron

EdLeader21 the Professional Learning Community for 21st Century Education Leaders - 0 views

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    Ken Kay, from the Partnership for 21st Century Skills. 
Bradford Saron

The Political Power of Social Media | Foreign Affairs - 0 views

  • The event marked the first time that social media had helped force out a national leader.
  • How does the ubiquity of social media affect U.S. interests, and how should U.S. policy respond to it?
  • social media have become coordinating tools for nearly all of the world's political movements, just as most of the world's authoritarian governments (and, alarmingly, an increasing number of democratic ones) are trying to limit access to it.
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  • New media conducive to fostering participation can indeed increase the freedoms Clinton outlined, just as the printing press, the postal service, the telegraph, and the telephone did before.
  • Despite this basic truth -- that communicative freedom is good for political freedom -- the instrumental mode of Internet statecraft is still problematic.
  • THE THEATER OF COLLAPSE
  • Opinions are first transmitted by the media, and then they get echoed by friends, family members, and colleagues. It is in this second, social step that political opinions are formed. This is the step in which the Internet in general, and social media in particular, can make a difference. As with the printing press, the Internet spreads not just media consumption but media production as well -- it allows people to privately and publicly articulate and debate a welter of conflicting views.
  • This condition of shared awareness -- which is increasingly evident in all modern states -- creates what is commonly called "the dictator's dilemma" but that might more accurately be described by the phrase coined by the media theorist Briggs: "the conservative dilemma," so named because it applies not only to autocrats but also to democratic governments and to religious and business leaders. The dilemma is created by new media that increase public access to speech or assembly; with the spread of such media, whether photocopiers or Web browsers, a state accustomed to having a monopoly on public speech finds itself called to account for anomalies between its view of events and the public's. The two responses to the conservative dilemma are censorship and propaganda. But neither of these is as effective a source of control as the enforced silence of the citizens. The state will censor critics or produce propaganda as it needs to, but both of those actions have higher costs than simply not having any critics to silence or reply to in the first place. But if a government were to shut down Internet access or ban cell phones, it would risk radicalizing otherwise pro-regime citizens or harming the economy.
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    The power of being digitally social, this is an example in the political arena. This is also what Clay Shirky is talking about in a Cognitive Surplus. This is the power of people collaborating and sharing without consideration of cost, distance, time, copyright, law, etc. Do we want to teach children how to ethically participate in this type of environment? Or, just let them go without any skills or discipline?
dennis dervetski

Math Skills - 0 views

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    Math K-2 Skills
Bradford Saron

Preventing the "Summer Slide" in Math Skills | MindShift - 1 views

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    Got summer school? 
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