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mardimichels

Exploring The Educational Potential of QR Codes | Connect Learning Today - 1 views

connectlearningtoday.com/tional-potential-of-qr-codes-3

qr codes

shared by mardimichels on 01 Feb 14 - No Cached
  • mardimichels on 01 Feb 14
     
    Wondering how to use QR codes in the classroom? Joe Dale explains!
Justin Medved

How Do I Get a PLN? | Edutopia - 2 views

www.edutopia.org/...how-do-i-get-a-pln-tom-whitby

PLN

shared by Justin Medved on 19 Nov 13 - No Cached
  • Carolyn Bilton on 19 Nov 13
     
    Thanks for sharing Justin, a great blog to really understand what is a PLN, and some great tips on how to start building. If only I could find 20 minutes a day to do it!
Justin Medved

The Teacher's Guide To Twitter | Edudemic - 0 views

www.edudemic.com/...guide-to-twitter

twitter

shared by Justin Medved on 09 Mar 14 - No Cached
  • Twitter has proven itself to be an indispensable tool for educators around the globe. Whatever skill level you may be, Twitter is downright fun and worth your time.
  • For many teachers making a foray into the edtech world, Twitter is an excellent tool for consuming and learning.
  • Many are also harnessing Twitter as a part of their PLN (personal learning network) to connect, share, and network.
  • ...4 more annotations...
  • The best way to get the most out of Twitter is to use it.
  • When you’re just getting started on Twitter (or perhaps trying to add to or refine your feed), a resource for educational hashtags or guides to great accounts to follow are excellent resources to point you in the right direction.
  • If you always find interesting things on Twitter, such as lesson plans, don’t forget to share your awesome resources, too.
  • Just like going to the gym once every two weeks isn’t going to keep you in peak physical condition, participating in Twitter #hashtag chats and interacting only occasionally isn’t going to make your Twitter community very robust.
  • Derek Doucet on 09 Mar 14
     
    Something to get teachers into Twitter as a means to seek personalized professional growth.
amy_mcgrath86

Cultivating the Habits of Self-Knowledge and Reflection | Edutopia - 1 views

www.edutopia.org/...owledge-reflection-terry-heick

reflection education edutopia cohort21

shared by amy_mcgrath86 on 17 Oct 15 - No Cached
  • As a teacher, your "self" is embedded within your teaching -- which is how it goes from a job to a craft. The learning results are yours.
  • it makes sense that students' self-defense mechanisms kick in when they're challenged.
  • Lack of apparent curiosity Apathy Refusal to take risks Decreased creativity Defeated tones Scrambles for shortcuts
  • ...29 more annotations...
  • Help them to separate themselves from their work and related performance. Help them to understand that our lives aren't single decisions, but a vast tapestry of connections, with any single moment, performance or failure barely visible, and only important as it relates to their lives as a whole.
  • How do I respond when I'm challenged, both inwardly and outwardly? Which resources and strategies do I tend to favor, and which do I tend to ignore? What can I do to make myself more aware of my own thinking and emotions? What happens if I don’t change anything at all?
  • Like anything, it is first a matter of visibility -- understand what is necessary, seeing it when it happens, emphasizing and celebrating it, etc.
  • The more that students see themselves face major and minor challenges in the classroom, and then see the effects of how they respond, the more conditioned they'll become to responding ideally on their own.
  • How we feel and think about ourselves matters in learning.
  • tudents' self-defense mechanisms kick in when
  • they're challenged
  • STEM concepts,
  • matter of visibility -- understand what is necessary,
  • seeing it when it happens, emphasizing and celebrating it
  • atter of pra
  • tice.
  • epetition.
  • aching to student
  • can’t fully separate the person from the task
  • students' self-defense mechanisms kick in when they're challenged.
  • symptoms
  • not wanting to make mistakes, to fail, to be corrected, or to be thought less of by peers
  • in the face of a challenge
  • four questions they can use to begin this kind of reflection
  • how can we begin to promote self-knowledge and reflection in the classroom?
  • establish these actions as habits
  • irst a matter of visibility
  • nderstand what is necessary,
  • having them journal, share
  • reflect on both the challenge and their response.
  • matter of practice
  • The more that students see themselves face major and minor challenges
  • responding ideally on their own
  • glgodkin on 17 Oct 15
     
    things to think about with reflection exercises
  • amy_mcgrath86 on 17 Oct 15
     
    Reflection in the classroom
garth nichols

How Should Schools Navigate Student Privacy in a Social Media World? | EdTech Magazine - 2 views

www.edtechmagazine.com/...ent-privacy-social-media-world

policy cohort21 social media

shared by garth nichols on 10 Dec 13 - No Cached
  • Most projects and social networks encourage users to upload a personal ID or photograph. Student safety, however, is paramount to shelter identities. Clever and quirky avatars, therefore, can help students distinguish their profiles and still remain incognito. An avatar is a customized online icon that represents a user's virtual self. A signature avatar can give a child great pride in his or her masterpiece. Among the many cartoony or creative avatar generators available on the web, many require accounts or email addresses or are not safe for school. To take advantage of all that the Web affords, workarounds can be used to protect privacy but still allow for a personalized identity. A few ways to do this include generating avatars, setting-up username conventions, creating email shortcuts, and screencapping of content.
  • The education-approved social networks and cartoon avatars will work on elementary and perhaps some middle school students, but high school kids are a whole different ballgame. Yes, content-filtering solutions can prevent students from accessing social media while they’re connected to school networks, but once they’re on their personal devices, it’s out of the school’s hands.
  • In the article, Cutler outlines five questions that he advises his students to ask themselves when engaging in social media activity: Do I treat others online with the same respect I would accord them in person? Would my parents be disappointed in me if they examined my online behavior? Does my online behavior accurately reflect who I am away from the computer? Could my online behavior hinder my future college and employment prospects? How could my online behavior affect current and future personal relationships?
  • garth nichols on 10 Dec 13
     
    IN our last Cohort 21 session, there was a lot of discussion around how our schools manage, or don't, social media when integrating it into the classroom. Here is a great look at this issue
Tim Rollwagen

Using Social Media to Teach Visual Literacy in the 21st Century Classroom - 0 views

www.edutopia.org/...literacy-classroom-dave-guymon

shared by Tim Rollwagen on 27 Mar 14 - No Cached
  • Tim Rollwagen on 27 Mar 14
     
    Increasingly, educators are acknowledging and welcoming the relative advantages of social media into the teaching and learning process. From creating school Facebook pages to connecting students with experts via Twitter, social media has taken root as a legitimate classroom learning and communication tool.
garth nichols

Why I'm Asking You Not to Use Laptops - Lingua Franca - Blogs - The Chronicle of Higher... - 3 views

chronicle.com/...-asking-you-not-to-use-laptops

Laptops EdTech

shared by garth nichols on 05 Jan 15 - No Cached
  • On the first day of class, students and I spend the first 30-40 minutes learning something new about how language works (in order to set the tone for the class), and then we go over the syllabus. When we get to the laptop policy, I pause and say, “Let me tell you why I ask you generally not to use laptops in class.” And here’s the gist of what I say after that:
  • There’s also the issue of the classroom environment. I like to foster a sense of conversation here, even in a class of 100 students. If you are on a laptop, I and your peers are often looking at the back of your computer screen and the top of your head, rather than all of us making eye contact with each other. Learning happens best in a classroom when everyone is actively engaged with one another in the exchange of information. This can mean looking up from your notes to listen and to talk with others, which means you may need to make strategic decisions about what to write down. Note-taking is designed to support the learning and retention of material we talk about in class; note-taking itself is not learning. And speaking of what you choose to write down …
  • Now I know that one could argue that it is your choice about whether you want to use this hour and 20 minutes to engage actively with the material at hand, or whether you would like to multitask. You’re not bothering anyone (one could argue) as you quietly do your email or check Facebook. Here’s the problem with that theory: From what we can tell, you are actually damaging the learning environment for others, even if you’re being quiet about it. A study published in 2013 found that not only did the multitasking student in a classroom do worse on a postclass test on the material, so did the peers who could see the computer. In other words, the off-task laptop use distracted not just the laptop user but also the group of students behind the laptop user. (And I get it, believe me. I was once in a lecture where the woman in front of me was shoe shopping, and I found myself thinking at one point, “No, not the pink ones!” I don’t remember all that much else about the lecture.)
  • ...5 more annotations...
  • In addition, I can find your multitasking on a laptop a bit distracting as the instructor because sometimes you are not typing at the right times; I am not saying anything noteworthy and yet you are engrossed in typing, which suggests that you are doing something other than being fully engaged in our class. And that distracts my attention.
  • First, if you have your laptop open, it is almost impossible not to check email or briefly surf the Internet, even if you don’t mean to or have told yourself that you won’t. I have the same impulse if I have my laptop open in a meeting. The problem is that studies indicate that this kind of multitasking impairs learning; once we are on email/the web, we are no longer paying very good attention to what is happening in class. (And there is no evidence I know of that “practice” at doing this kind of multitasking is going to make you better at it!)
  • A study that came out in June—and which got a lot of buzz in the mainstream press—suggests that taking notes by hand rather than typing them on a laptop improves comprehension of the material. While students taking notes on a laptop (and only taking notes—they were not allowed to multitask) wrote down more of the material covered in class, they were often typing what the instructor said verbatim, which seems to have led to less processing of the material. The students taking notes by hand had to do more synthesizing and condensing as they wrote because they could not get everything down. As a result, they learned the material better.* I think there is also something to the ease with which one can create visual connections on a handwritten page through arrows, flow charts, etc.
  • I figure it is also good for all of us to break addictive patterns with email, texting, Facebook, etc. When you step back, it seems a bit silly that we can’t go for 80 minutes without checking our phones or other devices. Really, for most of us, what are the odds of an emergency that can’t wait an hour? We have developed the habit of checking, and you can see this class as a chance to create or reinforce a habit of not checking too.
  • Of course, if you need or strongly prefer a laptop for taking notes or accessing readings in class for any reason, please come talk with me, and I am happy to make that work. I’ll just ask you to commit to using the laptop only for class-related work.
  • garth nichols on 05 Jan 15
     
    Why we need a balanced approach to the use of computers in the classroom. This is a great partner-piece to Clay Shirky's from 2014...
Christina Schindler

How to Praise Your Child and Encourage a Growth Mindset | Motion Math - 2 views

motionmathgames.com/and-encourage-a-growth-mindset

collaboration growth mindset praise Education cohort21 learning

shared by Christina Schindler on 19 Nov 14 - No Cached
  • How to Praise Your Child and Encourage a Growth Mindset
  • The right kind motivates students to learn.” - Carol Dweck
    • Christina Schindler
      Christina Schindler on 19 Nov 14
       
      Good summary of the research and data that explains the science behind this idea -- a key component of the PD conversation with teachers when discussing how we can implement this as a school-wide tool for communication & feedback 
  • ...5 more annotations...
  • Being mindful about how you praise your child can help your child foster a growth mindset and boost his or her motivation, resilience and learning
  • Citing specific behaviors such as the amount of time spent or the approach your learner is taking to figure out the task enables the child to connect their actions with results. Additionally, the praise needs to be sincere, otherwise your kid will discredit all praise – insincere and sincere.
    • Christina Schindler
      Christina Schindler on 19 Nov 14
       
      The parent perspective is key part of a meaningful conversation on mindset, especially in the learning environment.  Trying to shift the focus away from marks alone -- towards the effort, energy and experience of learning is significant.  It is also not easy. I've included articles like this as part of the parent communication piece on how we are implementing a growth mindset perspective.  
  • “I’m proud of you for sticking with it and taking the time to understand the concepts you’re trying to learn.”
  • “I noticed you spent a lot of time figuring out your homework – I’m happy that you’re so dedicated. Let’s work together to figure out what you don’t understand.”
  • “When you ask questions to figure out what you’re doing, I appreciate your curiosity.” or “It makes us happy that we can discuss these activities.” – show your child that you value curiosity, intellectually stimulating conversations and the exploration of ideas.
  • Christina Schindler on 19 Nov 14
     
    This is an interesting perspective on the parent voice in the larger conversation about how feedback contributes to a growth mindset. 
Christina Schindler

Oracy in the Classroom: Strategies for Effective Talk | Edutopia - 1 views

www.edutopia.org/...room-strategies-effective-talk

Cohort21 teaching education collaboration

shared by Christina Schindler on 15 Oct 16 - No Cached
    • Christina Schindler
      Christina Schindler on 15 Oct 16
       
      This is connected to the highlight idea
    • Christina Schindler
      Christina Schindler on 15 Oct 16
       
      Take two on how to share a public sticky note
  • School 21 develops confident students who can articulate their thoughts and learning
  • Myriam Lafrance on 15 Oct 16
     
    Looking forward to reading this using an FSL lense.
  • kellycarlson1974 on 15 Oct 16
     
    My focus this year in French is getting students talking spontaneously in French. Can't wait to look at this in more detail and see how it might be applicable to FSL.
Derek Doucet

What Project-Based Learning Is - and What It Isn't | MindShift - 3 views

blogs.kqed.org/...ect-based-learning-is-and-isnt

ProjectBasedLearning pedagogy collaboration Technology SAMR

shared by Derek Doucet on 22 Jan 15 - No Cached
  • For Terronez, the goal is to always connect classroom learning to its applications in the outside world.
  • If you inspire them to care about it and draw parallels with their world then they care and remember,”
  • takes a lot of diligent planning by the teacher to design projects that give students space to explore themes and real-world resonance to make it meaningful for them. And it takes trust in the students, as well.
  • ...4 more annotations...
  • hen students arrived on the first day of school they found an empty classroom. The first project Terronez asked his students to undertake was designing their own learning space, one that would support experience-based, collaborative learning.
  • Terronez asked his students to design an iPod app that would solve a real-world problem. They came up with an idea, designed the display icon, figured out how users would navigate the app, prototyped sample tabs, then pitched their mock-up to an audience.
  • In a project exploring air pressure, Terronez’s students built their own hovercrafts using a leaf blower as the engine. When the hovercrafts worked, the students designed 3D representations of themes from “Freedom Fighters,” a Discovery School education video about racial struggles featuring the stories of Nelson Mandela and Martin Luther King. Their creations were featured in a hovercraft parade on Election Day.
  • Take a look at High Tech High art teacher Jeff Robin’s video explaining the difference between project-oriented learning and project-based learning.
  • Derek Doucet on 22 Jan 15
     
    A good explanation of the importance of rooting learning in authenticity. It would be interesting to explore this all with the different lenses of TPACK, TIM, SAMR
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