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Bradford Saron

19th, 20th, 21st, Century Education - The Educator's PLN - 0 views

  • Learning is not a passive endeavor. Teachers must be professionally developed continually over the course of their careers. It must be part of their work week. It requires a commitment on the part of the schools to provide it, and the teachers to do it. People need to be not only professionally developed, but supported in their efforts to be relevant, in order to move on to innovation. Let’s not teach for a century, but rather teach for now, and the ability to continually learn and adapt. We need our people, adults and children to be able to deal with any century moving forward.
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    Teaching in the past? Present? Or Future? 
Bradford Saron

What works in education - Hattie's list of the greatest effects and why it matters | Gr... - 5 views

  • Student self-assessment/self-grading* Response to intervention* Teacher credibility* Providing formative assessments* Classroom discussion* Teacher clarity* Feedback* Reciprocal teaching* Teacher-student relationships fostered* Spaced vs. mass practice* Meta-cognitive strategies taught and used Acceleration Classroom behavioral techniques Vocabulary programs Repeated reading programs Creativity programs Student prior achievement Self-questioning by students Study skills Problem-solving teaching Not labeling students Concept mapping Cooperative vs individualistic learning Direct instruction Tactile stimulation programs Mastery learning Worked examples Visual-perception programs Peer tutoring Cooperative vs competitive learning Phonics instruction Student-centered teaching Classroom cohesion Pre-term birth weight Peer influences Classroom management techniques Outdoor-adventure programs
Bradford Saron

"Teaching Isn't Really a Profession" « My Island View - 2 views

  • I am a professional in the profession of education. I have worth; a great deal of worth. I am an expert in an area that required me to obtain and document years of education. I have proven my worth in my job every day as a professional teacher. Do not judge me by the actions of a very few. Do not label me a “Bad Teacher” because districts are not supporting fellow professionals with professional development. Many of my colleagues are civil servants, but they are serving a calling. They are not your personal servants. They are professionals in the Profession of Education.
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    A must read. 
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    Great article. I love the affirmations in the last paragraph. I hope many of our teachers can keep this positive perspective of themselves.
Robert Slane

Education Week: Rethinking Testing in the Age of the iPad - 0 views

  • But those schools and classrooms that have embraced mobile devices have seen them as a catalyst for change in teaching, learning, and assessment, says Julie Evans, the chief executive officer of the Irvine, Calif.-based Project Tomorrow, a national education nonprofit group that promotes technology use in the classroom. "The access of having a [mobile] device in your hand changes the way that classroom environment feels," she says. "Students are walking around with the devices, doing things to get them out of the structured environment of the traditional school."
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    But those schools and classrooms that have embraced mobile devices have seen them as a catalyst for change in teaching, learning, and assessment, says Julie Evans, the chief executive officer of the Irvine, Calif.-based Project Tomorrow, a national education nonprofit group that promotes technology use in the classroom. "The access of having a [mobile] device in your hand changes the way that classroom environment feels," she says. "Students are walking around with the devices, doing things to get them out of the structured environment of the traditional school."
Mary Bowen-Eggebraaten

Conrad Wolfram: Teaching kids real math with computers - 0 views

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    TED.com commentary: From rockets to stock markets, many of humanity's most thrilling creations are powered by math. So why do kids lose interest in it? Conrad Wolfram says the part of math we teach -- calculation by hand -- isn't just tedious, it's mostly irrelevant to real mathematics and the real world. He presents his radical idea: teaching kids math through computer programming.
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

Rethinking AUPs | Dangerously Irrelevant - 1 views

  • In all of our efforts to teach students safe, appropriate, and responsible technology use, are we forgetting the more important job of teaching our students empowered use?
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    @mcleod and his collection of resources on AUPs. 
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 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. 
Vince Breunig

The Elements of a Professional Learning Community - 3 views

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    A PLC focuses on learning instead of on teaching, drastically changing the role of the  principal. Principals continue to observe instruction, discussing issues such as pacing,  instructional data, support needed, and student efficacy. But the focus is on the instructional  results instead of on the instruction itself
Vince Breunig

Leadership and the PLC | AllThingsPLC - 2 views

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    Listen: When teachers say they are overwhelmed with district and school mandates, take the time to evaluate these concerns. Teaching under the very best of conditions is complicated. It requires time for planning, professional development, and collaboration. The emotional wear and tear of the job can be exhausting
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    This is so true-especially with so many new initiatives changing at lightning speed.
Bradford Saron

Will · The "Dirty Work of Education" - 0 views

  • Let’s be honest, by and large, we’re still preparing new teachers to be curriculum delivery specialists, not participants in and facilitators of deep student inquiry in the classroom.
  • I’d love to get rid of the factory side of education, not just do it better, but that’s a far off reality given the current climate.
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    Will Richardson on the "art" part of learning and teaching. He will be presenting this year at the WASB Annual Convention. 
Bradford Saron

Khan Academy ponders what it can teach the higher education establishment | Inside High... - 0 views

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    via @mcleod Great overview of the innovative thinkers of 2011 in education. 
Bradford Saron

Three Trends That Define the Future of Teaching and Learning | MindShift - 1 views

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    Insightful. Great conversation resource.
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

Teaching the fourth 'R': a fireside chat with Cathy Davidson « o p e n m a t t - 2 views

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    More on the fourth "R"
Bradford Saron

How Twitter will revolutionise academic research and teaching | Higher Education Networ... - 1 views

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    Great article for thoughtfully discussing twitter. 
Robert Slane

It's Not a Pipe: Teaching Kids to Read the Media | Edutopia - 1 views

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    Interesting lesson plans to use during this political ad season. Of particular interest is the site with archive of previous political commercials: http://www.livingroomcandidate.org 
Robert Slane

Caitlin Barry: Defining 'Media Literacy' - 1 views

  • The problem is not with the teachers, but with the very definition of 'media literacy' itself. What is it, really? Can we swap the term out with 'digital learning' or 'ed tech' or 'culturally relevant education'? If so, all these terms are essentially meaningless. A student learning how to use an iPad in the classroom is not the same as a student asking critical questions of the messages in television. One is about using the media; the other is about analyzing it. These skills are as different as reading and writing. Before we can take any steps toward a national media curriculum (like the UK has had for a long time), we need to come to a consensus about the meaning of these words. If the average American can easily articulate the difference between reading and writing, he should also be able to quickly explain why we need media in the classroom. Only then can our students get the forward-thinking education that they deserve.
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    How do we define "media literacy". Without a clear definition, teachers may have a hard time knowing how to best to teach its use. 
Bradford Saron

Using Technology to Support Real Learning - 0 views

  • pedagogical practices and the curriculum may need to change in order to prepare students to participate meaningfully in the knowledge-based and globally interconnected world of the 21st century.
  • focus less on teaching and more on learning
  • transformative strategies include teaching less and encouraging students to learn by undertaking projects, doing away with textbooks, and replacing the entire curriculum (math, science, social studies and language arts) for a particular grade wtih a set of technology-based activities designed to ensure the same learning outcomes.
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  • Knowledge is a process, not a product and it is not produced in the minds of individuals but in the interactions between people
  • We need less emphasis on content and assessment and more on real learning and the creation of genuinely new knowledge
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    Scott McLeod notes that this article is a "must read."
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