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Pasi Sahlberg - The Finnish Paradox - 0 views

pasisahlberg.com/the-finnish-paradox finnish paradox cohort21
shared by garth nichols on 07 Jan 14 - No Cached
  • In the global perspective, the Finnish education system seems to be a paradox. When much of the rest of the world is implementing more oversight of schools to assure teachers meet specific goals, lengthening the school day, toughening academic standards, and increasing homework, Finnish children continue to enjoy a relatively short school day, a broad curriculum, and a light homework load. In addition, Finnish children do not attend private tutoring sessions or spend any time preparing for standardized tests, as so many of their peers around the world must.
  • Perhaps the most surprising part of the Finnish educational philosophy is the central role of play in children’s lives, both in and out of school. Formal learning doesn’t start before the first grade when children are seven years old. Before that, children spend their time in play to develop a sense of independence and responsibility, and to learn about themselves and others. In the early years of elementary education, children furthermore learn to read and do math through various forms of play, music, and drama.  The old adage of “less is more” is carried out every day in Finnish schools, as I describe in “Finnish Lessons: What can the world learn from educational change in Finland” (2011).
  • Finland’s success is a result of finding its own way of change rather than doing more of the same than others. This is particularly true in enhancing educational quality and equity.  Some foreign observers claim that Finnish educational success results from the country’s smallness, cultural homogeneity, and wealth. Those thinking this way often fail to distinguish the Finnish way from the global education reform movement (or GERM) that sees competition, standardization, frequent testing, and privatization as the most effective drivers of change.
  • garth nichols on 07 Jan 14
     
    As an addendum to Dr. Yong Zhoa's article about why Finland is still really the tops of education despite recent PISA results...read about the Finnish Paradox
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"Will this be on the test?" - Medium - 0 views

medium.com/...is-be-on-the-test-237ae9cc53b4 entrepreneurship AltMBA Godin DesignThinking education
shared by garth nichols on 02 Mar 16 - No Cached
  • But, you might say, it’s the internet. We’ve come to associate the internet as low-engagement, a drive-by experience. We take for granted that the internet offers us things that are slightly flaky, or easy. So we’re not surprised when the drop out rate is so high. Easy in, easy out.But it doesn’t have to be this way.The course was as well-designed as a real-world lecture and the teacher was qualified and engaging, but it’s not a surprise that the dropout rate was so high: As soon as education gets difficult (and useful education always gets difficult) it’s social pressure, peer pressure and our own need to fit in and achieve that often keeps us going. The typical online course provides precious little of any of these elements.
  • Lectures are at the heart of the last century of higher learning. A proven scholar orates in front of a class of selected students.Tests are the way institutions enforce compliance. They’re the stick.And accreditation is the carrot. Put up with the lectures and the tests and we’ll give you the certificate, the scarce piece of paper that is (supposed to be) worth far more than the effort you went through to get certified.
  • We’ve seen that when knowledge jobs meet the internet, they change. And now we’re seeing that online education is having trouble acting like a job as well.
  • ...2 more annotations...
  • It turns out that the best way to cause change is for people to actually change someone or something else. We learn what we do, not what we’re told.
  • If you want people to become passionate, engaged in a field, transformed by an experience — you don’t test them, you don’t lecture them and you don’t force them. Instead, you create an environment where willing, caring individuals can find an experience that changes them.
  • garth nichols on 02 Mar 16
     
    Seth Godin cogently responds to "How to fix Online Education". He is exploring his answer by running the AltMBA - I am currenlty enrolled in it. I can't wait for the experience!
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5 Things to Share With Your Teachers About Educational Technology | Rob Furman - 0 views

www.huffingtonpost.com/...o-share-with-yo_b_6218982.html tech integration coaching
shared by Adam Caplan on 05 Dec 14 - No Cached
  • 5 Things to Share With Your Teachers About Educational Technology
  • Here is a list of the top 5 things you should share with your teachers in regards to educational technology:
  • 1. Technology is here: Today, tomorrow and forever.
  • ...5 more annotations...
  • 2. It's OK to be a risk-taker.
  • 3. Please ask questions.
  • 4. Change is inevitable and continual. The process of change needs to change! School systems can take 3 to 5 years to implement a change. That cannot happen with new technologies. By the time you implement the change, the technology is outdated.
  • 5. Enjoy the experience. This is probably the most important statement of all. The experience of learning something new needs to be an enjoyable experience.
  • Remember these 5 important rules when introducing new technology: • Teachers need to take risks • Teachers need to accept that technology is here to stay • Teachers need to ask questions • Change needs to occur as a continual cycle • Learning new technology should be enjoyable!
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Discomfort, Growth, and Innovation | Edutopia - 0 views

www.edutopia.org/...-and-innovation-alyssa-tormala innovation growth education-change
shared by garth nichols on 28 Oct 17 - No Cached
  • We’ve all heard the calls for innovation ringing through the education field. This age of exponential change leaves us no choice—we must change or our students will fall behind.
  • about 16 percent of any group actively pursue change
  • So how do we encourage the rest of our colleagues toward this cycle of innovation? It comes down to one simple thing: School leaders and coaches must foster a culture that celebrates the discomfort inevitably resulting from change. And that requires three key strategies.
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  • This is not a quick fix. It requires an investment of time, energy, and patience that may not be realized for years. But by creating a culture in which our teachers celebrate discomfort, we also enable them to encourage their students in the same way.
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A High School in Massachusetts Where the Students Are the Teachers | TIME.com - 0 views

healthland.time.com/...-the-students-are-the-teachers
shared by garth nichols on 02 Apr 13 - No Cached
  • Sam Levin, an alum of Monument who is currently a sophomore at the University of Oxford in England studying biological sciences, started the program in 2010. Frustrated with his public-high-school schedule and realizing that his friends weren’t inspired to learn, Levin complained to his mother about how unhappy he and his classmates were, to which she responded: “Why don’t you just make your own school?” And so he did — albeit in small steps. In ninth grade, Levin started a school-wide garden that was solely cared for by students; some woke up early on Saturdays to work with the plants. The garden is still functioning and serves at-need families in the community. After witnessing the commitment that his classmates had to nurturing something they had created themselves, Levin was convinced that they were capable of putting more time and energy into their studies — as long as it was something they cared about. “I was seeing the exact opposite in school. Kids weren’t even doing the things they needed to do to get credit. There was something at odds with students getting up to work for no credit or money [on the garden] at 7 in the morning, but not wanting to wake up to read or do a science experiment,” says Levin. “I saw the really amazing and powerful things that happened when high school students stepped it up and were excited about something.”
  • The semester is split in half, with the first nine weeks focused on natural and social sciences. Each Monday morning, the students formulate a question with the help of their classmates. For example, “How are plants from different parts of a mountain different from each other?” or “What causes innovation?” The students spend the rest of the week researching the answer and creating a presentation to summarize their findings to share with their classmates at the end of the week for feedback and critique. The students are in charge of keeping themselves on task, creating their research plans and meeting their deadlines.
  • By taking ownership of their learning, the students at Monument are forced to think creatively and capitalize on their own talents in order to excel. The class framework is similar to what will be expected of them in college and in the workforce, when they have to make their own educated and independent decisions.
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  • Still, the project is not without its challenges, and the program continues to evolve. This year was the first time students in the program could receive general credit for the course instead of elective credit. Powell also says it’s not necessarily right for every student. “It is a challenge to think that a teenager can have that much freedom to figure out what they want to study and manage their time,” says Powell. “People are more on board now that they have observed the program, but there are still some skeptics with legitimate reasons, and we are always addressing challenges.”
  • His hope is that the Independent Project will continue to challenge current theories about education, and help teachers and policymakers think more creatively about the best way to help young people learn. Ultimately, that understanding should lead to systemic changes that open up more opportunities for children to get the education that will benefit them the most. “It is one thing to help school by school, and that is how a lot of change happens, but at the same time, the long-term goal and broader ambition is to make changes to the education system,” he says.
  • garth nichols on 02 Apr 13
     
    A different approach to learning via whole school change.
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Games for Change | Games for Change is the leading global advocate for supporting and m... - 0 views

www.gamesforchange.org/ education gaming games activism web2.0
shared by farley_mike on 20 Nov 13 - Cached
  • farley_mike on 20 Nov 13
     
    Founded in 2004, Games for Change facilitates the creation and distribution of social impact games that serve as critical tools in humanitarian and educational efforts.
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Outlook for online learning in 2013: online learning comes of age - 1 views

www.tonybates.ca/...ok-for-online-learning-in-2013 learning mooc onlinelearning collaboration
shared by Justin Medved on 24 Jan 13 - No Cached
  • Initially in many institutions the move will be crude pedagogically, with an emphasis on video recording of lectures and flipped classes, or merely increasing the amount of online learning supporting regular classes. Over time, though, as instructors get more experience in hybrid learning, get more instructional design support, and greater pressure from the administration, full course re-design will increase, but major redesigns around hybrid learning may take as long as five years in many institutions. One reason for this slow adoption of re-design is the current lack of appropriate models for hybrid learning that have been tested and evaluated; this will change though as experience grows. Best practice for hybrid learning will emerge, as it did for fully online learning.
  • 10. Expect the unexpected: One year: 100%; Three years: 100%; Five years: 100% These are the monsters lurking in the shadows. In online learning, the only thing you can really be certain of is the uncertainty. These are Donald Rumsfeld’s unknown unknowns, so by definition they are unpredictable or non-forecastable. However, there are also some known unknowns that perhaps we should discuss. (MOOCs are good examples – they were known in 2011, but the likelihood that they would take off in 2012 in the way they did was not known, at least by most pundits.) Here are some possible bogeymen to lie awake worrying about:
  • the privatization of post-secondary education in the USA. Many states are in dire financial trouble. Will this result in some states privatizing their public post-secondary education systems? What price would Alabama State University fetch from a commercial buyer and how would that affect the state’s finances? If some states do decide on privatization, expect online learning to increase – indeed, online learning will likely increase in financially challenged states without privatization, because, rightly or wrongly, it will be seen as cheaper; also expect federal student financial aid to take a hit in the USA as Congress grapples with the deficit. a major Internet player (Apple, Google, Facebook or Amazon) jumps into the online learning market, perhaps in partnership with some elite universities, and takes a major share of the for-credit online market, because of lower costs, quality content, and accreditation from elite universities (but with a different category of degree from their on-campus programs) The US Congress backs publishers and shuts down all publicly funded open educational resources; copyright legislation is tightened on US-based Internet companies making it all but impossible to use educational resources over the Internet for free major power shortages/outages, due to bad weather/a surge in energy prices/political activists (pick your reason) makes online delivery increasingly unreliable during winter quantum computing arrives at a reasonable cost and completely changes the game.
  • Justin Medved on 24 Jan 13
     
    "What's primarily going to drive this move to the centre is not MOOCs but hybrid learning, by which I mean the re-design of courses to integrate the best of online and campus-based teaching. This is being driven by dissatisfaction with very large lecture classes in first and second year university courses, the need for increased productivity/better learning in times of economic austerity, and faculty's increasing familiarity with online learning in supporting regular lecture-based classroom teaching."
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Math and Science Education - Pencils Down | Quanta Magazine - 0 views

www.quantamagazine.org/re-math-ngss-science-education education math science
shared by amacrae on 15 Oct 16 - No Cached
  • amacrae on 15 Oct 16
     
    Article about whether we are given time to explore changes in education
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http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ThirdTeacher.pdf - 1 views

www.edu.gov.on.ca/...CBS_ThirdTeacher.pdf learning_spaces
shared by Justin Medved on 21 Apr 13 - No Cached
  • Justin Medved on 21 Apr 13
     
    Designing the Learning Environment for Mathematics and Literacy, K to 8 Imagine the ideal learning environment for today's learner. What would it look like? Think about how much the world has changed in the last three decades and how rapidly it will continue to change in the years to come. How do we ensure that the instruction we provide is responsive to the shifting demands of the 21 st century? Researchers and practitioners in a wide range of disciplines - early childhood and developmental education, psychology and cognitive science, school architecture and design - maintain that the key to learning in today's world is not just the physical space we provide for students but the social space as well(Fraser, 2012; Helm et al., 2007; OWP/P Architects et al., 2010). The learning environment, they suggest, is "the third teacher" that can either enhance the kind of learning that optimizes our students' potential to respond creatively and meaningfully to future challenges or detract from it. Susan Fraser, for example, writes: "A classroom that is functioning successfully as a third teacher will be responsive to the children's interests, provide opportunities for children to make their thinking visible and then fosterfurtherlearning and engagement." (2012, p. 67)
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Skills in Flux - New skills of for the 21st century - 2 views

www.nytimes.com/...skills-in-flux.html skills 21stcenturyskills
shared by Justin Medved on 25 Mar 15 - No Cached
  • Justin Medved on 25 Mar 15
     
    "As the economy changes, the skills required to thrive in it change, too," says David Brooks in this New York Times column, "and it takes a while before these new skills are defined and acknowledged." He gives several examples: * Herding cats - Doug Lemov has catalogued the "micro-gestures" of especially effective teachers in his book, Teach Like a Champion 2.0 (Jossey-Bass, 2015). "The master of cat herding," says Brooks, "senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education." * Social courage - In today's loosely networked world, this has particular value - the ability to go to a conference, meet a variety of people, invite six of them to lunch afterward, and form long-term friendships with four of them. "People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time," says Brooks. "They build not just contacts but actual friendships by engaging people on multiple levels." * Capturing amorphous trends with a clarifying label - People with this skill can "look at a complex situation, grasp the gist and clarify it by naming what is going on," says Brooks. He quotes Oswald Chambers: "The author who benefits you most is not the one who tells you something you did not know before, but the one who gives expression to the truth that has been dumbly struggling in you for utterance." * Making nonhuman things intuitive to humans - This is what Steve Jobs did so well. * Purpose provision - "Many people go through life overwhelmed by options, afraid of closing off opportunities," says Brooks. But a few have fully cultivated moral passions that can help others choose the one thing they sho
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Annie Kidder: Are Parents the True Levers of Change in Education Systems? - YouTube - 0 views

www.youtube.com/watch parents change education
shared by Marcie Lewis on 23 Mar 14 - No Cached
  • Marcie Lewis on 23 Mar 14
     
    Interesting discussion about the power of parents in change; interesting to think about parental voices in the context of independent schools
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An A+ student regrets his grades - The Globe and Mail - 0 views

www.theglobeandmail.com/...article7359620 Grades Education Real World
shared by garth nichols on 25 Jan 13 - No Cached
  • One of the few classes that effectively taught me how to take information from the classroom to the real world was instructed by Doug Wightman at Queen’s University. The course covered concepts from how to start a start-up, build business models and prototypes, to venture deals, stock options and term sheets. But it didn’t end there. Toward the end of the course, many students had working prototypes, and a few managed to execute and launch their ideas. This course taught me something important: We can’t allow learning to become passive. We need to teach students to learn how to learn – to become independent, innovative thinkers capable of changing the world.
  • Culture is a problem, and we need to fix it – from the ground up. There’s a psychosocial dynamic of not questioning current practices of education. But we can’t let this get in the way. Embrace education with all your heart, and remember that schooling is only a small part of the puzzle. The remainder is what you’ll have to discover and solve through your own journey.
  • garth nichols on 25 Jan 13
     
    What do grades mean today for students? A student tells us!
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The Flipped Classroom Model: A Full Picture | User Generated Education - 2 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture Flipped flipped classroom edtech SAMR cohort21
shared by Derek Doucet on 08 Feb 14 - No Cached
  • Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
  • compiled resource page of the Flipped Classroom (with videos and links) can be found at http://www.scoop.it/t/the-flipped-classroom
  • Cisco in a recent white paper, Video: How Interactivity and Rich Media Change Teaching and Learning, presents the benefits of video in the classroom: Establishes dialogue and idea exchange between students, educators, and subject matter experts regardless of locations. Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. Enables students to access courses at higher-level institutions, allowing them to progress at their own pace. Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences. Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models.
    • Derek Doucet
      Derek Doucet on 17 Oct 14
       
      Students need to be shown how to make connections to these experts... 
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  • Experiential Engagement: The Activity
  • he Flipped Classroom Model
  • The cycle often begins with an experiential exercise.  This is an authentic, often hands-on learning activity that fully engages the student. 
  • They explore what the experts have to say about the topic.  Information is presented via video lecture, content-rich websites and simulations like PHET and/or online text/readings.
  • Conceptual Connections: The What
  • Meaning Making: The So What
  • Learners reflect on their understanding of what was discovered during the previous phases.  It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
  • Demonstration and Application: The Now What
  • During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives.  This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning – Creating - whereby the learner creates a new product or point of view. In essence, they become the storytellers of their learning (See Narratives in the 21st Century: Narratives in Search of Contexts).  A list of technology-enhanced ideas/options for the celebration of learning can be found at: http://usergeneratededucation.wordpress.com/2010/09/09/a-technology-enhanced-celebration-of-learning/
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TVO on the Road: Learning 2030 | TVO - 1 views

ww3.tvo.org/...tvo-road-learning-2030 learning2030 cohort21 technology
shared by garth nichols on 04 Oct 13 - No Cached
  • garth nichols on 04 Oct 13
     
    A thought provoking look at education in the future, with an eye to why it needs to change NOW!
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Student Data Protections for Student Personal Information - 2 views

studentprivacypledge.org/?mkt_tok=3RkMMJWWfF9wsRolvK%2FIdu%2FhmjTEU5z16e0uUK63hpd41El3fuXBP2XqjvpVQcZqNrHNRw8FHZNpywVWM8TILtQYt8FtKAzgAG0%3D#about
shared by Justin Medved on 03 Mar 15 - No Cached
  • Justin Medved on 03 Mar 15
     
    Interesting new inaitative "The Student Privacy Pledge will hold school service providers accountable to: Not sell student information Not behaviorally target advertising Use data for authorized education purposes only Not change privacy policies without notice and choice Enforce strict limits on data retention Support parental access to, and correction of errors in, their children's information Provide comprehensive security standards Be transparent about collection and use of data."
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Do You have the Personality To Be an Inquiry-Based Teacher? | MindShift - 3 views

blogs.kqed.org/...to-be-an-inquiry-based-teacher inquiry 21st Century Learning PBL
shared by garth nichols on 30 Apr 14 - No Cached
  • Are you optimistic? Viewing the world as damaged or the future as bleak shuts down the brain by transmitting fear. Maintaining an optimistic attitude is an expression of love, inspiring curiosity and hope, and fostering emotional and physical health. Optimism is essential to teaching: Without hope, the reason to learn disappears. Are you open? The world is being refreshed and powered by divergent thinking. Outcomes are unclear, even dangerous. But faith in the flexible thinking of the human mind can support young people as they sort out their new world and have the freedom to discover solutions not yet visible. An open attitude activates the frontal lobes, the place of flow and creativity. Are you appreciative? Deep appreciation gives permission for failure, rather than penalizing for the “wrong” answer. It honors the stops and starts of human development. It conveys the ultimate message of a communal world: We are in this together. Are you flexible? In inquiry, the journey matters as much as the destination. Constant reflection is a necessity to improving thinking and doing. Metacognition encourages wisdom, the ultimate goal of any worthy education system. Flexibility tells the brain and heart to keep working, keep going—you’re getting there. Are you purposeful? Purpose binds teacher and student into the high-minded pursuit of solutions that matter. It is the reason that “authentic” education works and inauthentic education struggles. It tightens the connection between the learner and the teacher in ways that spur the natural creative impulse to change and improve the world.
  • garth nichols on 30 Apr 14
     
    This is an important list of attributes for 21st Century Teaching. As schools and teachers are looking to PBL, we often don't think about what is required in the social-emotional realm of teaching that will allow PBL to fly...here's some good info' on this...
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Do girls learn differently? - 2 views

us2.campaign-archive1.com/?u=bc04df008d4705e4e77c2eb35&id=23c0d324e1&e=352a91d6c3 girls coeducation STEM
shared by garth nichols on 11 Sep 14 - No Cached
  • To hear some ed tech enthusiasts tell it, online learning is sweeping aside the barriers that have in the past prevented access to education. But such pronouncements are premature. As it turns out, students often carry these barriers right along with them, from the real world into the virtual one.
  • These dismally low numbers provide a reminder that “access” to education is more complicated than simply throwing open the digital doors to whoever wants to sign up. So how can we turn the mere availability of online instruction in STEM into true access for female students?
  • One potential solution to this information-age problem comes from an old-fashioned source: single-sex education. The Online School for Girls, founded in 2009, provides an all-female e-learning experience.
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  • But evidence is weak that there is such a thing as “girls’ learning,” online or offline, if what is meant by that is that each gender has cognitive differences that should be accommodated by different instructional methods. Neuroscientist Lise Eliot has argued persuasively that, while small inherent differences in aptitude between males and females do exist (even as infants, for example, boys seem to have an edge in spatial cognition), society takes these small differences and makes them much bigger—by supporting boys in math and science, and by discouraging girls who study these subjects.
  • These same dynamics play out online, as Cheryan demonstrated in a subsequent study. Changing the design of a virtual classroom—from one that conveyed computer science stereotypes to one that did not —“significantly increased women’s interest and anticipated success in computer science,” Cheryan and her colleagues reported.
  • Cheryan notes, “was sufficient to boost female undergraduates’ interest in computer science to the level of their male peers.”
  • Another way to promote female students’ sense of belonging in online math and science courses would be putting more women at the head of virtual classrooms.
  • All these approaches have in common a focus, not on teaching girls and women differently, but on helping them to feel differently about their place in the fields of math and science. Just as in the physical world, in the virtual sphere the barriers to girls’ and women’s advancement in STEM fields remain very much in place. With informed intervention and clever design, however, the digital walls may prove easier to scale.
  • garth nichols on 11 Sep 14
     
    This article is great for those at BSS, Branksome, Havergal, oh and any other school! I was on a panel with Brad Rathgeber, the Director of the OnLine School for Girls, and he was a great speaker on this front...
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 3 views

www.ascd.org/...eys-to-Effective-Feedback.aspx feedback assessment Wiggins formative
shared by mmekraus on 17 Oct 15 - No Cached
  • Expert coaches uniformly avoid overloading performers with too much or too technical information. They tell the performers one important thing they noticed that, if changed, will likely yield immediate and noticeable improvement ("I was confused about who was talking in the dialogue you wrote in this paragraph"). They don't offer advice until they make sure the performer understands the importance of what they saw.
  • I say "in most cases" to allow for situations like playing a piano piece in a recital. I don't want my teacher or the audience barking out feedback as I perform. That's why it is more precise to say that good feedback is "timely" rather than "immediate."
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      Interesting thoughts about the nature and speed of feedback. Connecting the ideas of coaching and learning new skills to in classroom learning.
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
    • Melissa Jolicoeur
      Melissa Jolicoeur on 17 Oct 15
       
      How do you provide feedback to your students? What is your most effective strategy both in terms of benefit to student learning and your own time? 
  • ...10 more annotations...
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice,
  • eedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation
  • Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning
  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement
  • Whether feedback is just there to be grasped or is provided by another person,
  • Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • feedback is information about how we are doing in our efforts to reach a goal.
  • by teaching less and providing more feedback, we can produce greater learning
  • The most ubiquitous form of evaluation, grading, is so much a part of the school landscape that we easily overlook its utter uselessness as actionable feedback.
  • Melissa Jolicoeur on 17 Oct 15
     
    Learning from coaching and learning in other situations to giving feedback in classrooms.
  • ...2 more comments...
  • alainarobcon on 17 Oct 15
     
    How to effectively feedback to students
  • Andrew McNiven on 17 Oct 15
     
    Great article to see the value of formative assessment and feedback
  • mmekraus on 17 Oct 15
     
    Useful for all teachers!
  • Ryan Archer on 19 Oct 15
     
    Worth checking out. Worth buying the journal.
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Changing democracy, 140 characters at a time - The Globe and Mail - 2 views

www.theglobeandmail.com/...article11433436 technology education cohort21 twitter culture
shared by su11armstrong on 28 Apr 13 - No Cached
  • su11armstrong on 28 Apr 13
     
    Written by John Boyko (LCS faculty)
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Can Social Media Have a Role to Play in Managing a Successful Classroom? | Langwitches ... - 0 views

langwitches.org/...anaging-a-successful-classroom social_media
shared by Claire Hazzard on 17 Oct 15 - No Cached
  • immediately
  • Social Media is one venue (of many) to LEARN… why should it not play a role in our schools?
  • Social
  • ...14 more annotations...
  • schools
  • Media
  • Social
  • Our students are gravitating (on their own) to Social Media
  • Learning for the 22nd century
  • Social Media adds so many layers of depth
  • Communication has changed in the world around us.
  • Information has changed our lives.
  • The lines between our lives and “digital lives” are blurring
  • The world is shrinking.
  • YES, social media can play a role in a successful classroom
  • why would we not want to expose, facilitate and support our students in becoming literate in the area of global, network, media, information literacies and digital citizenship?
  • CSI Twitter- Crime Scene Investigation
  • Guide to Twitter in the K-8 Classroom
  • Bluky Ng on 17 Oct 15
     
    A few reasons why to use social media in education
  • Claire Hazzard on 17 Oct 15
     
    Useful read on using SM with different levels
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