Flipped Classroom: The "In-Class" Version
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Modifying the Flipped Classroom: The "In-Class" Version | Edutopia - 1 views
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An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through.
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As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.
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It's Not Personal. It's Organizational. - 2 views
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Do You have the Personality To Be an Inquiry-Based Teacher? | MindShift - 3 views
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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.
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Twitter Illiterate? Mastering the @BC's - NYTimes.com - 5 views
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An important technical rule governs the use of the “@” sign, which is the beginning of every account’s handle. If you start a tweet to someone with “@,” only that person and those who follow both of you will see the tweet. This is so you can have a semi-private conversation with that person without cluttering up others’ timelines. To make the tweet appear in the timelines of everyone who follows you, add a word or character before the “@” sign, even just a period.
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The Teacher's Guide To Twitter | Edudemic - 0 views
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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.
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For many teachers making a foray into the edtech world, Twitter is an excellent tool for consuming and learning.
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Many are also harnessing Twitter as a part of their PLN (personal learning network) to connect, share, and network.
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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.
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If you always find interesting things on Twitter, such as lesson plans, don’t forget to share your awesome resources, too.
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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.
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New Study Reveals Trends in Professional Learning - Getting Smart by Guest Author - Inn... - 1 views
gettingsmart.com/...s-trends-professional-learning
professional learning EdTech SAMR collaboration personalized teaching
shared by Derek Doucet on 15 Oct 14
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The study found few examples of compulsory classroom-style training. Instead, professional learning “is incentivized through recognition and sometimes tangible rewards, usually within a culture of high expectations.”
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These finding suggest that education professionals should have an individual learning plan and access to a combination of collaborative and online learning experiences, all of which need to be reinforced by regular embedded feedback and assessment mechanisms.
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A 2013 Australian study conducted by the government-funded Australian Institute for Teaching and School Leadership and the nonprofit Innovation Unit examined 50 high-performing corporations, educational institutions, and nonprofit organizations from around the globe to identify common features of professional learning experiences.
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Our ability to ensure that professional learning is highly relevant and personalized, incentivized, and largely self-directed for all teachers will be paramount to the success of our education institutions.
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MUST WATCH In Limbo: explore the traces we leave online - 1 views
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"This unique transmedia project takes a documentary about internet privacy, digital identity, and online communications and adds a personal touch. By entering your own data into the project's interface, your digital self will be peppered throughout the film. This riveting doc profiles eight people, including computer pioneer Gordon Bell and Internet Archive founder Brewster Kahle, who share their thoughts and experiences on the new social phenomena of digital culture. Speakers in the film are captured by a Kinect camera, and they see themselves being digitized and converted into lines of code, in a constant interplay between the Web and reality."
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We're Teaching Grit the Wrong Way - The Chronicle of Higher Education - 1 views
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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.
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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.
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Efforts to emphasize willpower and executive function to achieve self-control are largely ineffective in helping those students.
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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.
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When a person feels grateful, he’ll work harder and longer to pay others back as well as pay favors forwar
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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.
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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.
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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.
loans - 2 views
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7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views
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The flipped classroom uses technology to allow students more time to apply knowledge and teachers more time for hands-on education.
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The following tools are listed from most basic to most sophisticated and can be used alone or in tandem to make flipped classrooms more engaging.
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Teachem is a timely and valuable resource ideal for teachers interested in a more structured flipped classroom but unwilling to commit to paid or complex programming.
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Google Docs have many advantages over traditional word processing programs, including real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
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A social media site open to first-time and experienced flippers, the Flipped Learning Network contains resources for all kinds of flipped classrooms while facilitating discussion, collective problem-solving and peer networking.
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Perhaps the most popular screencasting technology available, Camtasia Studio is now in its eighth incarnation and has remained up-to-date with educational trends
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eyond enabling activities fundamental to the flipped classroom, such as video lectures and e-readings, these comprehensive online learning platforms offer educator networks and resources,
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Welcome to the education machine - The Globe and Mail - 0 views
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Both of them will probably come around eventually, and be successful in this system, but it will be in spite of it rather than because of it. When they do emerge, having coped with an ungainly organization of mass production, they will be perfectly prepared for life in the early 20th century
Personalized Learning BC - 1 views
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Mobile Tech in Classrooms Boost English Learners - New America Media - 0 views
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when a student asked Nieto if he could bring his iPod to class, Nieto agreed, and neither teacher nor student has looked back since.
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said mobile devices are particularly useful because of the many learning applications and basic language tools, such as spell check and grammar check, which increase the speed of learning. Rather than view the mobile applications as learning shortcuts tantamount to cheating, Nieto sees them as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback. It’s a perspective most of his students seem to share.
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as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback.
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When I indicated to my students that they could use kindles, kobos or ireaders/iphones for the ISU novel study unit, they were quite excited and quickly retained copies of ISU via this means. I am still using paper copies of the books as well, but I want to be able to have choice in their methods of acquiring texts and engaging in the reading process.
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Project Tomorrow survey of roughly 300,000 K-12 students, 42,000 parents, 38,000 teachers and librarians, and 3,500 administrators from over 6,500 public and private schools, on how they are using—and would like to be using —new technologies in the classroom.
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The results show that while the majority of students—and, perhaps surprisingly, parents—are in favor of using mobile devices for learning as long as the school allows it, most school administrators remain opposed
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“I know the main reasons mobile technology is not welcome in the classroom are fear and misunderstanding about the structure that it gives the learning,” said Reina Cabezas, a teacher at Cox Elementary in Oakland, Calif., who is also doing masters thesis research on the topic of mobile devices in the classroom.
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Currently my students are participating in their ISU novel study. They are currently reading and annotating their novels. I have indicated to my students that ireaders or ereaders are the quickest means to accessing a text as opposed to waiting one to two weeks for a book if it has had to be ordered. With the ireaders and ereaders they can now annotate and highlight important or interesting passages as they read. I would like to be able to have the students bring these technology tools to class. I have indicated that this is the direction in which I am going with ISU study, and so far, my Director has indicated he will back in allowing the kids to bring ereaders/ireaders to class. Fingers crossed it will bring positive and engaging results.
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“But I don't think we stop living because of fear, right? No, we educate ourselves and learn about the security measures, expectations of all stakeholders, and apply principles of successful models of mobile devices in the classroom. Most importantly, we realize that technology is a tool of efficacy for the teacher, not the teacher's replacement. Lastly, technology only engages and motivates students when teachers know how to use them strategically to keep the hook. Overuse of anything is never good.”
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You should read this article because, like me, if you have been skeptical about the use of iphones in the classroom, you will be enlightened about how to proceed in a way that will make technologies in the classroom understandable to and meaningful for all stakeholders:administrators, teachers, parents and students. Stay tuned for my blog on incorporating ireaders/ereaders in the English classroom.
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Cultivating the Habits of Self-Knowledge and Reflection | Edutopia - 1 views
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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.
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Lack of apparent curiosity Apathy Refusal to take risks Decreased creativity Defeated tones Scrambles for shortcuts
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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?
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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.
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Like anything, it is first a matter of visibility -- understand what is necessary, seeing it when it happens, emphasizing and celebrating it, etc.
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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.
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Connected Educators | Helping Educators Thrive in a Connected World - 2 views
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The Connected Educator Month Starter Kit - created by Powerful Learning Practice - has 31 days of connected activities, giving you one simple way to get more connected every day.
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Connected Educator Month themes Learn more about this year's themes, chosen by the people, for the people. View events by theme as well as free resources from the
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Educational Leadership:Relationships First:Fox Taming and Teaching - 1 views
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Little Prince asks the fox to play with him—to enter his world. "I cannot play with you," says the fox. "I am not tamed."
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that's the essence of "real" teaching—the transformative kind that sends a young person forward on a journey they understand to be their own
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It's about a teacher intending to see beauty—what is invisible to the eye—in the child who passes by.
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John Hattie (2009) points to positive teacher-student relationships as one of the most potent catalysts for student achievement.
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ne of the great satisfactions of teaching is that those of us who teach are the primary beneficiaries of the process. We are re-made each year
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SAMR as a Framework for Moving Towards Education 3.0 | User Generated Education - 1 views
usergeneratededucation.wordpress.com/...r-moving-towards-education-3-0
SAMR education education 3.0 Personalized digitalcitizenship
shared by garth nichols on 25 Feb 14
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Briefly, Education 1.0, 2.0. and 3.0 is explained as: Education 1.0 can be likened to Web 1.0 where there is a one-way dissemination of knowledge from teacher to student. It is a type of essentialist, behaviorist education based on the three Rs – receiving by listening to the teacher; responding by taking notes, studying text, and doing worksheets; and regurgitating by taking standardized tests which in reality is all students taking the same test. Learners are seen as receptacles of that knowledge and as receptacles, they have no unique characteristics. All are viewed as the same. It is a standardized/one-size-fits-all education. Similar to Web 2.0, Education 2.0 includes more interaction between the teacher and student; student to student; and student to content/expert. Education 2.0, like Web 2.0, permits interactivity between the content and users, and between users themselves. Education 2.0 has progressive roots where the human element is important to learning. The teacher-to-student and student-to-student relationships are considered as part of the learning process. It focuses on the three Cs – communicating, contributing, and collaborating. Education 3.0 is based on the belief that content is freely and readily available as is characteristic of Web 3.0. It is self-directed, interest-based learning where problem-solving, innovation and creativity drive education. Education 3.0 is also about the three Cs but a different set – connectors, creators, constructivists. These are qualitatively different than the three Cs of Education 2.0. Now they are nouns which translates into the art of being a self-directed learner rather than doing learning as facilitated by the educator. Education 3.0: Altering Round Peg in Round Hole Education
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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
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20th vs. 21st Century Teaching | My Island View - 1 views
tomwhitby.wordpress.com/...20th-vs-21st-century-teaching
21st Century Teaching technology student-centric
shared by Carolyn Bilton on 19 Nov 13
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Collaboration now has no boundaries of time and space. Collaborative learning can take place anytime and anywhere
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This student-centric learning strongly supports lifelong learning. It creates independent learners and thinkers. It is a learning-by-doing philosophy.
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Technology is a driving force for much of the student-centric learning. We need our educators to be at the very least literate in this relatively new digital literacy
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We need to prepare this generation not only to learn, but also to think critically as well. Learning and thinking are a far cry from listening, memorizing and regurgitating facts