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Christina Schindler

Student Surveys: Using Student Voice to Improve Teaching and Learning | Edutopia - 2 views

www.edutopia.org/...-improve-teaching-and-learning

technology education collaboration EdTech

shared by Christina Schindler on 15 Oct 16 - No Cached
    • Christina Schindler
      Christina Schindler on 15 Oct 16
       
      Love the application of this in the classroom
  • how do they learn best
  • Student Surveys: Using Student Voice to Improve Teaching and Learning
  • ...1 more annotation...
  • It changed and informed his instruction
Justin Medved

Sarah Bylsma » Blog Archive » Hard Times Calls for Educational Reform - 2 views

cohort21.com/...s-calls-for-educational-reform

criticalthinking

shared by Justin Medved on 13 Nov 13 - No Cached
  • Justin Medved on 13 Nov 13
     
    "Forbes Magazine recently released a survey by the American Management Association which found that knowledge in the three Rs (Reading, Writing and Arithmetic) is no longer sufficient for managers (Quast). It suggests "to ensure success in the workforce of the future, the three Rs need to be fused with the four Cs: Critical thinking and problem-solving skills, communication skills, collaboration skills and creativity and innovation skills" (Quast)."
garth nichols

Multitasking while studying: Divided attention and technological gadgets impair learnin... - 2 views

www.slate.com/...and_technological_gadgets.html

multitasking edtech

shared by garth nichols on 05 Jan 15 - No Cached
  • For a quarter of an hour, the investigators from the lab of Larry Rosen, a psychology professor at California State University–Dominguez Hills, marked down once a minute what the students were doing as they studied. A checklist on the form included: reading a book, writing on paper, typing on the computer—and also using email, looking at Facebook, engaging in instant messaging, texting, talking on the phone, watching television, listening to music, surfing the Web. Sitting unobtrusively at the back of the room, the observers counted the number of windows open on the students’ screens and noted whether the students were wearing earbuds.
  • tudents’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.
  • The media multitasking habit starts early. In “Generation M2: Media in the Lives of 8- to 18-Year-Olds,” a survey conducted by the Kaiser Family Foundation and published in 2010, almost a third of those surveyed said that when they were doing homework, “most of the time” they were also watching TV, texting, listening to music, or using some other medium. The lead author of the study was Victoria Rideout, then a vice president at Kaiser and now an independent research and policy consultant. Although the study looked at all aspects of kids’ media use, Rideout told me she was particularly troubled by its findings regarding media multitasking while doing schoolwork.
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  • During the first meeting of his courses, Rosen makes a practice of calling on a student who is busy with his phone. “I ask him, ‘What was on the slide I just showed to the class?’ The student always pulls a blank,” Rosen reports. “Young people have a wildly inflated idea of how many things they can attend to at once, and this demonstration helps drive the point home: If you’re paying attention to your phone, you’re not paying attention to what’s going on in class.” Other professors have taken a more surreptitious approach, installing electronic spyware or planting human observers to record whether students are taking notes on their laptops or using them for other, unauthorized purposes.
  • garth nichols on 05 Jan 15
     
    Why digital multitasking is inhibiting our learning
Justin Medved

Is the flipped class model here to stay? | eduCanon's blog - 0 views

blog.educanon.com/...flippedclassmodel

flipped classroom

shared by Justin Medved on 28 Nov 14 - No Cached
  • Justin Medved on 28 Nov 14
     
    "A recent SpeakUP survey (study here) of 403,000 educators, students, and parents found, among other results, that: 25 percent of administrators believe flipped learning has already had a "significant impact" on transforming teaching and learning in their school or district One out of six math/science teachers are already implementing a flipped learning model 16 percent of teachers are regularly creating videos of their lessons or lectures for students to watch Almost one-fifth of current teachers have "learning how to flip my classroom" on their wish list for professional development this year 66 percent of principals believe pre-service teachers should be learning how to create and use videos within their teacher training programs"
Urvi Shah

Text Message (SMS) Polls and Voting, Audience Response System | Poll Everywhere - 0 views

www.polleverywhere.com

poll survey polling technology cellphone

shared by Urvi Shah on 20 Oct 12 - Cached
  • Urvi Shah on 20 Oct 12
     
    Instant audience feedback
sallymastro

Mobile Tech in Classrooms Boost English Learners - New America Media - 0 views

newamericamedia.org/...-english-learners-a-leg-up.php

shared by sallymastro on 27 Oct 12 - No Cached
  • when a student asked Nieto if he could bring his iPod to class, Nieto agreed, and neither teacher nor student has looked back since.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Whether iphone or ereaders...allowing students to use technology to enhance the learning process is something I am starting to approach with a more open mind.
  • 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.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Instant feedback is what I am looking for in the English classroom. I want to be able to provide constructive criticism more immediately, so the students can edit at the moment as opposed to waiting a day or two days to receive my comments on a writing piece.
  • as motivational tools that increase his students’ interest in reading and writing by giving them instant feedback.
    • sallymastro
      sallymastro on 27 Oct 12
       
      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.
  • 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
  • “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.
    • sallymastro
      sallymastro on 27 Oct 12
       
      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.
  • “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.”
    • sallymastro
      sallymastro on 27 Oct 12
       
      I am hoping that I will be able to show my Director and Head of School the successful incorporation of ereaders/ireaders into the English classroom.
    • sallymastro
      sallymastro on 27 Oct 12
       
      Ongoing concern within my school is the use of personal mobile devices in the classroom. Policy at our school is mobile phones are in the lockers and not used on school premises.
  • sallymastro on 27 Oct 12
     
    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. 
garth nichols

http://archive.constantcontact.com/fs184/1102752268498/archive/1122580804441.html - 1 views

archive.constantcontact.com/...1122580804441.html

feedback coaching PD cohort21

shared by garth nichols on 23 Oct 15 - No Cached
  • In my mind, a solid 4 rating means that your adult professional embraces feedback, both formal and informal and has strong systems and processes in place that encourage feedback - things like annual faculty,  parent, and board surveys, intentionally designed evaluation processes for students, faculty, staff and leadership that happen at minimum annually, but even better quarterly, regular audits of programs, curriculum, pedagogy, time and space.  Other good signs that your culture supports feedback might be meetings that end with questions like, "How are we working together as a team/department?" and "What can we do to get better at this work?"  and school leaders who ask their reports with genuine curiosity,  "What can I do to better support your work?"  "What do you think about this idea?" or "How did this meeting go for you?"
  • What if you spent a week "playing anthropologist" with the following question in mind: "What evidence do I see that our adult community has a strong culture of feedback?" 
    • garth nichols
      garth nichols on 23 Oct 15
       
      Love these questions of educators!
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  • pend some time with colleagues. Ask them questions about their classes.  See how many times you hear someone ask questions like: "What do you think about this?"  "Will you come by my class and let me know what you think about this lesson I am teaching?"  "How can I/we do this better?"  Attend meetings with this question in mind.  How receptive are team members to feedback they get in meetings?
  • talk Feedback Without Frustration.  This 15 minute video offers some key habits and practices that designers (and educational leaders in their roles as experience designers) can adopt in order to make feedback more meaningful, especially when presenting a new idea or product and much of which can be applied to feedback - both formal and informal.  A few tips include:taking responsibility for the feedback you are gettinggoing after the kind of feedback you wanthaving a designated facilitator for more significant processeshaving goals for the project that you can use to make the feedback more helpfulnot confusing what you like/don't like with what is good/bad(most importantly) just getting better at talking to each other.
  • garth nichols on 23 Oct 15
     
    For those of us who lead teachers; for those of us who seek feedback from others; and for those of us who want to buid a culture of sharing and feedback, this is a great read!
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