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Derek Doucet

http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesma... - 2 views

www.actfl.org/...p21_worldlanguagesmap.pdf

personalized learning cohort21 SAMR language 21st Century Skills

shared by Derek Doucet on 06 Mar 14 - No Cached
  • Derek Doucet on 06 Mar 14
     
    A great map of language learning in the 21st Century with explanations across skills.
  • Jen Kelly on 06 Mar 14
     
    Thanks for sharing, Derek! I hope the Ontario Ministry has consulted this document ahead of the much-anticipated release of the new curriculum!
lesmcbeth

http://www.ideo.com/images/uploads/news/pdfs/IDEO_HBR_Design_Thinking.pdf - 0 views

www.ideo.com/...IDEO_HBR_Design_Thinking.pdf

designthinking actionplans

shared by lesmcbeth on 01 Dec 14 - No Cached
  • lesmcbeth on 01 Dec 14
     
    An article on Design Thinking in Harvard Business Review - written by Tim Brown.
Marcie Lewis

SU12-Students.pdf - 0 views

tomorrow.org/...SU12-Students.pdf

edtech study report digital_literacy

shared by Marcie Lewis on 04 Jun 13 - Cached
  • Marcie Lewis on 04 Jun 13
     
    From Chalkboards to Tablets: The Emergence of the K-12 Digital Learner
alanmacinnis

http://www.heinemann.com/shared/onlineresources/e01396/introandchapter1.pdf - 0 views

www.heinemann.com/...introandchapter1.pdf

argument persuasive writing pdf

shared by alanmacinnis on 14 Nov 13 - No Cached
  • alanmacinnis on 14 Nov 13
     
    Great intro and lesson plan idea for writing argument
garth nichols

We're Teaching Grit the Wrong Way - The Chronicle of Higher Education - 1 views

www.chronicle.com/...242854

shared by garth nichols on 29 Mar 18 - No Cached
  • Good self-control has also been shown to be a key component of grit — perseverance in the face of educational challenges. It’s no wonder, then, that colleges have placed great emphasis on teaching students better self-control.
  • But the strategies that educators are recommending to build that self-control — a reliance on willpower and executive function to suppress emotions and desires for immediate pleasures — are precisely the wrong ones. Besides having a poor long-term success rate in general, the effectiveness of willpower drops precipitously when people are feeling tired, anxious, or stressed. And, unfortunately, that is exactly how many of today’s students often find themselves.
  • Efforts to emphasize willpower and executive function to achieve self-control are largely ineffective in helping those students.
  • ...5 more annotations...
  • ortunately, there is a solution. For millennia, what ensured long-term success was cooperation. Strong interpersonal relationships were necessary to thrive. But to be identified as a good partner, a person had to be trustworthy, generous, fair, and diligent. She had to be willing to sacrifice immediate self-interest in order to share with and invest in others. In short, she had to have good character.
  • When a person feels grateful, he’ll work harder and longer to pay others back as well as pay favors forwar
  • For example, in adaptations of the marshmallow test for college students — in which differing amounts of cash were used instead of sweets — we found that leading people to feel grateful doubled the value they placed on future gains, and thereby doubled their willingness to wait for larger amounts of money in the future rather than take smaller amounts of money in the moment. Feelings of pride and compassion work in a similar way.
  • The upshot is that by increasing the value the mind places on future rewards, these emotions enable people to cooperate more with their own future selves as well as with others.
  • It matters what path people use. As one example, grit combined with gratitude is a strong predictor of resilience with respect to lowered suicidal thoughts among college students. On its own, however, grit isn’t associated with this buffering effect.
sallymastro

http://www.learningforward.org/docs/august-2011/duncan324.pdf?sfvrsn=2 - 1 views

www.learningforward.org/...duncan324.pdf

shared by sallymastro on 14 Apr 13 - No Cached
  • sallymastro on 14 Apr 13
     
    Authentic Professional Development -- emphasis on the necessity of shared community of learners and supportive leadership that promotes collaborative ventures
Justin Medved

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)
garth nichols

http://www.learningunlimitedllc.com/wp-content/uploads/2012/12/Twitter-Cheat-Sheet-Tool... - 0 views

www.learningunlimitedllc.com/...nlimited-by-Kimberly-Tyson.pdf

twitter hashtags education

shared by garth nichols on 05 Feb 13 - No Cached
  • garth nichols on 05 Feb 13
     
    Here is a great list of all the Twitter #s to follow as an educator. If you've never taken part in a #chat, get started with this great resource!
garth nichols

https://dschool.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3... - 0 views

dschool.stanford.edu/...ModeGuideBOOTCAMP2010L.pdf

design thinking

shared by garth nichols on 16 Oct 15 - No Cached
  • garth nichols on 16 Oct 15
     
    Great visuals for DT
Justin Medved

http://www.jostens.com/students/content/files/students_guide_to_publishing.pdf - 0 views

www.jostens.com/...udents_guide_to_publishing.pdf

publishing blogging blogging_guidlines

shared by Justin Medved on 21 Oct 12 - No Cached
  • Justin Medved on 21 Oct 12
     
    Melody linked to this in her recent blog post. What is Personal Publishing? Publishing is the process of producing and publicly distributing information. You can publish a variety of content, including your ideas, experiences, stories, observations, or  opinions. Additionally, you can publish the pictures you take, videos you produce, or other  forms of art you create. Publishing your work allows you to share your life and obtain feedback from others as well as preserve long-lasting memories for years to come.
mardimichels

http://www.iste.org/docs/excerpts/DIGCI2-excerpt.pdf - 2 views

www.iste.org/...DIGCI2-excerpt.pdf

Technology digital citizenship

shared by mardimichels on 21 Jan 14 - No Cached
  • mardimichels on 21 Jan 14
     
    Nine elements of digital citizenship
mardimichels

http://www.nurtureshock.com/gesture.pdf - 1 views

www.nurtureshock.com/gesture.pdf

gesture teaching

shared by mardimichels on 28 Jan 14 - No Cached
  • mardimichels on 28 Jan 14
     
    Smarter people gesture when they talk - do you? (more proof as to why AIM works for foreign languages)
Tim Rollwagen

Models of Co-Teaching - coteachingdetailsofModels.pdf - 0 views

capone.mtsu.edu/...coteachingdetailsofModels.pdf

shared by Tim Rollwagen on 14 Nov 13 - No Cached
  • Tim Rollwagen on 14 Nov 13
     
    Co-Teaching methods.
Marcie Lewis

PDF.js viewer - 2 views

ed.edim.co/...blog_commenting_guidelines.pdf

blogging blog cronyn

shared by Marcie Lewis on 05 Oct 13 - No Cached
  • Marcie Lewis on 05 Oct 13
     
    Introduction to commenting on blogs for students
Marcie Lewis

PDF.js viewer - 2 views

www.commonsensemedia.org/...zero-to-eight-2013.pdf

media statistics technology report

shared by Marcie Lewis on 15 Dec 13 - No Cached
  • Marcie Lewis on 15 Dec 13
     
    Report on the use of media by children age 0-8
garth nichols

http://www.kineo.com/m/0/blended-learning-today-2014.pdf - 0 views

www.kineo.com/...lended-learning-today-2014.pdf

blended_learning technology flipped classroom

shared by garth nichols on 08 Apr 14 - No Cached
  • garth nichols on 08 Apr 14
     
    Great overview of Blended Learning...best practices and some great crossover with Flipped Learning as well
Adam Caplan

https://transformation-technology.wikispaces.com/file/view/Transformation_and_Technolog... - 1 views

transformation-technology.wikispaces.com/...n_and_Technology_Version-2.pdf

resource scenarios tpack exemplar 21C lessons

shared by Adam Caplan on 10 Jan 15 - No Cached
  • Adam Caplan on 10 Jan 15
     
    A huge resource of tech-integrated teaching/learning scenarios, premised on TPACK and open enough to allow for creative pedagogy and teacher imagination. Chew before swallowing.
garth nichols

great technology requires an understanding of the humans who use it - 0 views

us2.campaign-archive1.com/?u=bc04df008d4705e4e77c2eb35&id=a5ff5e74dc&e=352a91d6c3

edtech cohort21

shared by garth nichols on 17 Jul 14 - No Cached
  • Clearly, MIT BLOSSOMS (the name stands for Blended Learning Open Source Science Or Math Studies) isn’t gaining fans by virtue of its whiz-bang technology. Rather, it exerts its appeal through an unassuming but remarkably sophisticated understanding of what it is that students and teachers actually need. It’s an understanding that is directly at odds with the assumptions of most of the edtech universe.
  • For example: BLOSSOMS is not “student-centered.” In its Twitter profile, the program is described as “teacher-centric”—heresy at a moment when teachers are supposed to be the “guide on the side,” not the “sage on the stage.” The attention of students engaged in a BLOSSOMS lesson, it’s expected, will be directed at the “guest teacher” on the video or at the classroom teacher leading the interactive session.
  • All this is blasphemy in view of the hardening orthodoxy of the edtech establishment. And all this is perfectly aligned with what research in psychology and cognitive science tells us about how students learn. We know that students do not make optimal choices when directing their own learning; especially when they’re new to a subject, they need guidance from an experienced teacher. We know that students do not learn deeply or lastingly when they have a world of distractions at their fingertips. And we know that students learn best not as isolated units but as part of a socially connected group. Modest as it is from a technological perspective, MIT BLOSSOMS is ideally designed for learning—a reminder that more and better technology does not always lead to more and better education.
  • ...3 more annotations...
  • The creators of BLOSSOMS also candidly acknowledge that many teachers are threatened by the technology moving into their classrooms—and that they have reason to feel that way. Champions of educational technology often predict (with barely disguised glee) that computers will soon replace teachers, and school districts are already looking to edtech as a way to reduce teaching costs. The message to teachers from the advocates of technology is often heard as: Move aside, or get left behind.
  • Should the creators of educational technology care so much about the tender feelings of teachers, especially those inclined to stand in the way of technological progress? Yes—because it’s teachers who determine how well and how often technology is used.
  • Edtech proponents who think that technology can “disrupt” or “transform” education on its own would do well to take a lesson from the creators of BLOSSOM, who call their program’s blend of computers and people a “teaching duet.” Their enthusiasm for the possibilities of technology is matched by an awareness of the limits of human nature. 
  • garth nichols on 17 Jul 14
     
    A very important message to all who are trying to integrate Tech into their school...
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