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lesmcbeth

Resources | Leadership+Design - 0 views

leadershipanddesign.wordpress.com/resources

DesignThinking

shared by lesmcbeth on 01 Dec 14 - No Cached
  • Ewan McIntosh at TEDxLondon. In this talk, hybrid teacher/Investor Ewan McIntosh shows how really usIng the design thInkIng model requires a shift In teacher behavior to “get out of the way” and allow students to fInd solutions to relevant challenges.
  • esign Thinking for independent School Educators.” This webinar by Leading is Learning co-founder Greg Bamford provides a 100-level introduction to design thinking and why is matters in the independent school environment. Design Thinking in Education. This partnership between IDEO and Riverdale Country Day School (NY) focuses on how design thinking is used in schools, often to help schools solve problems about where they should go, what they should do. It includes case studies and nice short videos about educators using design thinking here. The Stanford d. school K-12 Wiki has a range of resources for K-12 educators. Stanford REDLab (Design and Education) has scholarly articles on design thinking and education, videos, and a few models of design thinking units in middle school math and high school science here. The Nueva School in northern California, a K-8 independent school, is a national leader in using Design Thinking. information on their curriculum and iLab facility is here.
  • lesmcbeth on 01 Dec 14
     
    What does Design Thinking look like in schools?
garth nichols

Beyond teacher egocentrism: design thinking | Granted, and... - 2 views

grantwiggins.wordpress.com/...er-egocentrism-design-thinking

Design education curriculum

shared by garth nichols on 27 Sep 13 - No Cached
  • As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning.
  • From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result.
  • It is the learner who decides to try to learn (or not) from what happens.
  • ...4 more annotations...
  • We think like a designer, not like a teacher, when we say: the teacher is just one element in the design. The choice of task, pedagogy, groupings, flow of work, resources, furniture, light, noise level, role of people and text – all of these design elements are arguably as important as the teacher.
  • What are those conditions, in a nutshell? I would highlight the following: Thought-provoking intellectual challenges (inquiries, questions, problems) The challenge has been designed to optimize self-sustaining and productive work by learners, related to a clear and intellectually worthy goal The learners have become reasonably competent in classroom routines that foster productive goal-focused work The challenge cannot be accomplished by a worksheet, checklist or recipe. It requires strategic use of knowledge and skill, creative problem-solving, and critical thinking; and the eliciting of multiple perspectives on how to address the challenge and gauge progress. There is an unambiguous product or performance goal (even if there is ambiguity about how to achieve the goal), supported by clear criteria and standards, thus permitting ongoing student self-assessment and self-adjustment. There is enough feedback within the challenge (and resources) that the work can be maximally self-sustaining and productive. The teacher is therefore freed up to coach for a significant amount of time, permitting personalized feedback and guidance (as well as just-in-time mini-lessons). This coaching role also permits the teacher to determine what is and isn’t working in the challenge, and thus enables the teacher to quickly change gears if the desired learning is not occurring or the process is not working.
  • In other words, it is a poor design for learnIng that puts all the burden of teachIng and processIng on the teacher. Then, the teacher can neither coach nor understand what is goIng on In the mInds of learners. Worse, endless teachIng, no matter how expert, soon becomes passive and without much meanIng to learners who must wait days, sometimes weeks, to get meanIngful chances to Interact with the content, to try out their ideas on others, and to get the feedback they need.
  • Group-worthy tasks – Focus on central concepts or big ideas that require active meaning-making The challenge itself has ambiguity or limited scaffold and prompting so that student meaning-making and different inferences about the task and how to address it will emerge. Are best accomplished by ensuring that multiple perspectives are found tried out in addressing the task. This not only rewards creative and non-formulaic thought but undercuts the likelihood that one strong student can do all the key work. Provide multiple ways of being competent in the task work and the task process Can only be done well by a group, but are designed to foster both individual and group autonomy. (The teacher’s role as teacher and direction-giver should be minimized to near zero). Demand both individual and group accountability Have clear evaluation criteria
Derek Doucet

The Professors' Big Stage - NYTimes.com - 0 views

www.nytimes.com/...-the-professors-big-stage.html

blended learning MOOC

shared by Derek Doucet on 09 Mar 13 - No Cached
  • How can colleges charge $50,000 a year if my kid can learn it all free from massive open online courses?
  • Sandel had just lectured in Seoul in an outdoor amphitheater to 14,000 people, with audience participation.
  • ecause increasingly the world does not care what you know. Everything is on Google. The world only cares, and will only pay for, what you can do with what you know. And therefore it will not pay for a C+ in chemistry, just because your state college considers that a passing grade and was willing to give you a diploma that says so. We’re moving to a more competency-based world where there will be less interest in how you acquired the competency — in an online course, at a four-year-college or in a company-administered class — and more demand to prove that you mastered the competency.
  • ...3 more annotations...
  • There seemed to be a strong consensus that this “blended model” combining online lectures with a teacher-led classroom experience was the ideal.
  • We demand that plumbers and kindergarten teachers be certified to do what they do, but there is no requirement that college professors know how to teach. No more. The world of MOOCs is creating a competition that will force every professor to improve his or her pedagogy or face an online competitor.
  • ¶Bottom line: There is still huge value in the residential college experience and the teacher-student and student-student interactions it facilitates. But to thrive, universities will have to nurture even more of those unique experiences while blending in technology to improve education outcomes in measurable ways at lower costs.
Claire Hazzard

Can Social Media Have a Role to Play in Managing a Successful Classroom? | Langwitches Blog - 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
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
Derek Doucet

Personalize Learning: Put the "Person" in "Personalization" - 2 views

www.personalizelearning.com/...person-in-personalization.html

edtech DesignThinking personalized learning SAMR learning vs. teaching

shared by Derek Doucet on 11 Oct 15 - No Cached
  • It's time to put the "person" in "personalization" and stop the conversations going in directions that take us off course.
  • It's not about technology. It's not about the test or improving test scores. It's really not about school. It's all about the learner, how they learn best and that what they learn is meaningful and for a purpose.
  • Teachers and learners can work together to develop learning goals and design activities that are authentic and relevant for the learner so they are engaged in learning. Learning has to have a context that learners can grasp and understand.
  • ...9 more annotations...
  • eachers also think they have to teach like a champion because they are the ones responsible for the learning. Don't you think that this is backwards?
  • When we put the focus on each learner and how they can own and drive their learning, then we see engaged, self-directed learners with agency.
  • This is just the beginning of a new world of learning and it's time to put the "Person" back in "Personalization."
  • They probably don't realize that their digital footprint is actually a "digital tattoo" that can never be removed.
  • If we teach as we taught yesterday,we rob our children of tomorrow.”
  • There are companies that frame "personalized learning" as adaptive learning systems using algorithms to choose the right path for learning. So we're going to end this blog emphasizing learners need to be the ones who choose their path with their teacher guiding the process. It is about encouraging learners to have a voice and choice in their learning. It's happening now all over the world.
  • When we focus on learning and not on curriculum, teachers roles change. We still can teach to standards but let's involve learners in the process and give them a voice so they own the learning.
    • Derek Doucet
      Derek Doucet on 11 Oct 15
       
      "It's about learners having a voice and choice in their learning ... leading to engaged and self-directed learners with agency..."
  • They also need to understand who they are, how they learn best, and how to be global digital citizens.
  • Derek Doucet on 11 Oct 15
     
    A great clarification on what personalized learning is... 
garth nichols

Change the Subject: Making the Case for Project-Based Learning | Edutopia - 0 views

www.edutopia.org/...s-larry-rosenstock-rob-riordan

project based learning staff_development learning projectbasedlearning

shared by garth nichols on 11 Apr 14 - No Cached
  • What should students learn in the 21st century? At first glance, this question divides into two: what should students know, and what should they be able to do? But there's more at issue than knowledge and skills.
  • For the innovation economy, dispositions come into play: readiness to collaborate, attention to multiple perspectives, initiative, persistence, and curiosity. While the content of any learning experience is important, the particular content is irrelevant. What really matters is how students react to it, shape it, or apply it. The purpose of learning in this century is not simply to recite inert knowledge, but, rather, to transform it.1 It is time to change the subject.
  • Expanding the "Big Four" Why not study anthropology, zoology, or environmental science? Why not integrate art with calculus, or chemistry with history? Why not pick up skills and understandings in all of these areas by uncovering and addressing real problems and sharing findings with authentic audiences? Why not invent a useful product that uses electricity, or devise solutions to community problems, all the while engaging in systematic observation, collaborative design, and public exhibitions of learning?
  • ...2 more annotations...
  • What might students do in such schools, in the absence of prescribed subjects? They might work together in diverse teams to build robots, roller coasters, gardens, and human-powered submarines. They might write and publish a guide to the fauna and history of a nearby estuary, or an economics text illustrated with original woodcuts, or a children's astronomy book. They might produce original films, plays, and spoken word events on adolescent issues, Japanese internment, cross-border experiences, and a host of other topics. They might mount a crime scene exhibition linking art history and DNA analysis, or develop a museum exhibit of World War I as seen from various perspectives. They might celebrate returning warriors, emulating the bard in Beowulf, by interviewing local veterans and writing poems honoring their experiences. The possibilities are endless.
  • Changing the subject, then, means deriving the curriculum from the lived experience of the student. in this view, rather than a collection of fixed texts, the curriculum is more like a flow of events, accessible through tools that help students identify and extract rich academic content from the world: guidelines and templates for project development, along with activities and routines for observation and analysis, reflection, dialogue, critique, and negotiation.
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)
anonymous

The Best Leaders Are Constant Learners - 0 views

hbr.org/...-leaders-are-constant-learners

leaders learners growth mindset

shared by anonymous on 18 Oct 15 - No Cached
  • searchlight intelligence. That is, the ability to connect the dots between people and ideas, where others see no possible connection. An informed perspective is more important than ever in order to anticipate what comes next and succeed in emerging futures.
  • “The best way to predict the future is to create it.”
  • Reinvention and relevance in the 21st century instead draw on our ability to adjust our way of thinking, learning, doing and being. Leaders must get comfortable with living in a state of continually becoming, a perpetual beta mode.
  • ...2 more annotations...
  • build relationships, seek information, make sense of observations and share ideas through an intelligent use of new technologies.
  • continuous process of seeking, sensing-making, and sharing.
  • anonymous on 18 Oct 15
     
    Amazing article that explores the idea that "Leaders must get comfortable with living in a state of continually becoming" We  must strive to be in a continuous process of "seeking, sensing-making, and sharing"
Sarah Bylsma

Wonderful Visual on SAMR As A Framework for Education 3.0 ~ Educational Technology and Mobile Learning - 0 views

www.educatorstechnology.com/...sual-on-samr-as-framework.html

SAMR

shared by Sarah Bylsma on 11 Mar 14 - No Cached
  • In web 1.0, users are viewed as mere receivers and consumers of content. Knowledge is centralized and expert-based and hence the use of taxonomies and directories to organize and store it. In the same veIn, education 1.0 is also based on a notion of one way communication where teachers are the sages on the stage and students are pails to be filled with facts to be regurgitated and spewed back In standardized tests.
    • Sarah Bylsma
      Sarah Bylsma on 11 Mar 14
       
      I think that we have identified that we need to move beyond this at this stage in technology. 
  • In web 2.0 thIngs are a bit different. Users are empowered with tools that permit them more  Interaction and participation In knowledge buildIng. Web tools such as blogs, wikis, and social media websites have decentralized knowledge and enhanced collaboration and communication. Web 2.0 foregrounded concepts of collective Intelligence, distributed-expertise, and wisdom of the mob. Similarly, In education 2.0 learnIng is student-centred and Involves contInuous Interaction between learners and their teachers and also with the content beIng studied. Collaborative approaches to Instruction such as PBL, game based learnIng, flipped learnIng have been adopted as  teachIng modes.
    • Sarah Bylsma
      Sarah Bylsma on 11 Mar 14
       
      Many of us may still be at this stage. 
  • education3.0 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: connectors, creators, and constructivists.
    • Sarah Bylsma
      Sarah Bylsma on 11 Mar 14
       
      I love this and want to move in this direction. 
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
Derek Doucet

Modifying the Flipped Classroom: The "in-Class" Version | Edutopia - 1 views

www.edutopia.org/...lass-version-jennifer-gonzalez

flipped

shared by Derek Doucet on 03 Apr 14 - No Cached
  • Flipped Classroom: The "In-Class" Version
  • 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.
  • As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.
  • ...1 more annotation...
  • This video shows you how to do it:
  • Derek Doucet on 03 Apr 14
     
    This is a significant issue with some students, and there is a relatively easy way around it. Helps with Personalized Learning in the classroom setting.
Meg Wallace

A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learned | Granted, and... - 2 views

grantwiggins.wordpress.com/...days-a-sobering-lesson-learned

shared by Meg Wallace on 15 Oct 14 - No Cached
  • If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman’s life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students’ learning, however much I might enjoy it. Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now – not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn’t begin every class with fifteen or twenty minutes of this.
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      I was really intrigued and inspired by Garfield Gini-Newman's presentation at the Curriculum Leaders' meeting at BVG yesterday, especially his point to ask the big questions at the beginning of the class/unit and have students keep a thinking book/learning log which they update as they learn. I'[m curious to hear from Language Arts teachers on how they think they might utilize this as I certainly would like to! 
  • made me realize how little autonomy students have, how little of their learning they are directing or choosing
    • Meg Wallace
      Meg Wallace on 16 Oct 14
       
      There's a lot to be said about student choice. One of the things we're pushing at RLC this year is 'choose your own path' and giving students more choice in when/how they demonstrate learning.
  • I would structure every test or formal activity like the IB exams do – a five-minute reading period in which students can ask all their questions but no one can write until the reading period is finished. This is a simple solution I probably should have tried years ago that would head off a lot (thought, admittedly, not all) of the frustration I felt with constant, repetitive questions.
  • Justin Medved on 15 Oct 14
     
    "If I could go back and change my classes now, I would immediately: Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities following directly on their heels (e.g. a ten-minute lecture on Whitman's life and poetry, followed by small-group work in which teams scour new poems of his for the very themes and notions expressed in the lecture, and then share out or perform some of them to the whole group while everyone takes notes on the findings.) set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done. End of story. I can go on and on. I love to hear myself talk. I often cannot shut up. This is not really conducive to my students' learning, however much I might enjoy it. Ask every class to start with students' Essential Questions or just general questions born of confusion from the previous night's reading or the previous class's discussion. I would ask them to come in to class and write them all on the board, and then, as a group, ask them to choose which one we start with and which ones need to be addressed. This is my biggest regret right now - not starting every class this way. I am imagining all the misunderstandings, the engagement, the enthusiasm, the collaborative skills, and the autonomy we missed out on because I didn't begin every class with fifteen or twenty minutes of this."
Derek Doucet

12 Effective Ways To Use Google Drive In Education | Edudemic - 3 views

www.edudemic.com/ays-use-google-drive-education

edtech SAMR collaboration technology teaching learning

shared by Derek Doucet on 18 Oct 14 - No Cached
  • I’d recommend using it as a useful tool for project-based learning where students can collaborate in real-time, hold chats, and even finalize a project from different locations.
    • a_harding
      a_harding on 18 Oct 14
       
      Fantastic applications of Google Drive in the classroom!
  • The other big way I’d recommend trying out Google Drive would be for mind maps. You can create mind maps using a presentation in Google Drive and work on it with others at the same time.
  • ...2 more annotations...
  • Are you a Google Drive / Google Docs fan? Do you take notes, compose papers, construct spreadsheets, and build presentations in real-time on the web while collaborating with others? I’m not necessarily promoting Google Drive; just merely pointing out a few of the powerful ways the free tool can help you save time and keep you better organized.
    • Derek Doucet
      Derek Doucet on 18 Nov 14
       
      Hey check this out, this could some excellent in class application of drive.
  • Derek Doucet on 18 Nov 14
     
    This is a way that eductors can utilize Google Drive full capabilities in the classroom
  • Marcus Down on 19 Nov 14
     
    I've begun a journey this week where my students and I are collaborating on PE "sportfolios". So, I guess what I am saying, is you can add e-portfolios to the list!
tanyacatallo

Professional Learning Communities Still Work (If Done Right) - Education Week Teacher - 0 views

www.edweek.org/...nities-still-work-if-done.html

shared by tanyacatallo on 13 Nov 15 - No Cached
  • see themselves as members of strong collaborative cultures saw significant benefits in their day-to-day work in key instructional areas, such as planning lessons, developing teaching skills and content, and aligning curriculum and expectations.
    • tanyacatallo
      tanyacatallo on 13 Nov 15
       
      Cohort21 a great collaborative experience
    • tanyacatallo
      tanyacatallo on 13 Nov 15
       
      Finding meaning in our work is a collaborative activity. The power of collaboration is fascinating!
  • job-embedded professional development occurs when educators are members of high-performing professional learning communities
  • A professional learning community is not simply a meeting: It is an ongoing process in which educators work collaboratively in recursive cycles of collective inquiry and action research in order to achieve better results for the students they serve.
  • ...7 more annotations...
  • collaborative teams rather than in isolation and take collective responsibility for student learning.
  • implement a guaranteed and viable curriculum, unit by unit
  • criteria they will use in assessing student work
  • monitor student learning through an ongoing assessment process
  • common formative assessments.
  • improve their individual practice
  • school provides a systematic process for intervention and enrichment
anonymous

Why the Growth Mindset is the Only Way to Learn | Edudemic - 8 views

www.edudemic.com/growth-mindset-way-learn

growth mindset

shared by anonymous on 18 Oct 14 - No Cached
    • Derek Doucet
      Derek Doucet on 18 Oct 14
       
      A game changer - All Students can Learn!!!
  • “You’re too old to learn a foreign language.” “I couldn’t work on computers. I’m just not good with them.” “I’m not smart enough to run my own business.” Do you know what these statements have in common? They’re all examples of the fixed mindset- the belief that intelligence, ability, and success are static qualities that can’t be changed.
  • The problem is, this mindset will make you complacent, rob your self-esteem and bring meaningful education to a halt. in short, it’s an intellectual disease and patently untrue.
  • ...21 more annotations...
    • Christi Lovrics
      Christi Lovrics on 17 Oct 15
       
      I love the word 'earned'. Skills don't come easily, you have to really work for them.
    • Christi Lovrics
      Christi Lovrics on 17 Oct 15
       
      I love the word 'earned'. Skills don't come easily, you have to really work for them.
  • Talents are innate. Skills are earned.
  • Within a fixed framework, progress is impossible.
  • fixed mindset
  • the growth mindset,
  • a malleable approach to the world
  • believe that at a certain point, what you have is all you’re ever going to have:
  • “You’re too old to learn a foreign language.”
  • fixed mindset, you believe that at a certain point, what you have is all you’re ever going to have
  • In conversation, “skill” and “talent” are often used Interchangeably – but there’s an essential difference: Talents are Innate. Skills are earned.
  • he growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
    • kristensolowey
      kristensolowey on 17 Oct 15
       
      How do you foster a growth mindset in your students?
  • Having
    • tanyacatallo
      tanyacatallo on 17 Oct 15
       
      Testing
  • ty; it crushes resilience an
  • The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
  • “The growth mindset does allow people to love what they’re doing – and continue to love it in the face of difficulties. … The growth mindset allows people to value what they’re doing regardless of the outcome.” Remember those students in Hong Kong. Be humble, act as if you’re remedial, and you’ll learn all the more!
    • anonymous
      anonymous on 17 Oct 15
       
      learning has value regardless of the outcome
  • In conversation, “skill” and “talent” are often used Interchangeably – but there’s an essential difference: Talents are Innate. Skills are earned.
  • As much as possible, take object orientation out of the equation. Focus on the task at hand. Don’t compare yourself to others or worry if you’re making the knowledge stick. Just learn- stolidly, patiently, and without tripping over your own expectations.
  • Focusing on innate qualities and praising purely for current ability inhibits learning, while praising the process of learning and growth instead of immediate talent promotes it.
  • reatens your competenc
    • heatherradams
      heatherradams on 17 Oct 15
       
      What are you doing with Growth Mindset stuff?
  • Derek Doucet on 18 Oct 14
     
    Looking at growth vs fixed in student learning...
  • ...2 more comments...
  • tanyacatallo on 17 Oct 15
     
    Understanding Fixed vs. Growth Mindset
  • kristensolowey on 17 Oct 15
     
    Talents are innate. Skills are earned. Moving onto the GROWTH MinDSET.
  • heatherradams on 17 Oct 15
     
    Growth mindset
  • anonymous on 17 Oct 15
     
    Great article highlighting the value of the growth midnset
Derek Doucet

CEFR and the DELF - 0 views

www.cpfalta.ab.ca/...CEFRandDELF.htm

CEFR DELF

shared by Derek Doucet on 22 Nov 12 - No Cached
  • The CEFR
  • was developed to promote language learning, to facilitate educational and occupational mobility, and to support plurilingualism and multiculturalism.
  • The CEFR is organized into six reference levels
  • ...11 more annotations...
  • A  Basic User B  Independent User C  Proficient User A1 Breakthrough A2 Waystage B1 Threshold B2 Vantage C1 Proficiency C2 Mastery
  • "The CEFR examines and values what an individual does know, based on their competencies. Its philosophical underpinning is that all individuals have the capacity to learn, there are many different ways to learn, that learning can continue throughout the life span.
  • Educators: learn more about the CEFR through an online professional learning workshop offered to members of the Canadian Association of Second Language Teachers. Contact mihaelavieru@caslt.org.
  • France has developed the Diplôme d'études en langue française (DELF) for levels A1 through B2 and the Diplôme approfondi de langue française (DALF) for levels C1 and C2. 
  • The DELF/DALF are offered in 154 countries to some 300,000 candidates each year.
  • A learner takes the level of assessment for which s/he feels confident (for students, the teacher normally assists in choosing the most appropriate level).  It is not required to take all of the tests, or to take them sequentially.
  • Having successfully passed one of the DALF / DELF exams, the candidate receives an official Diplôme issued by the Ministère de l'Éducation Nationale of France through the Centre international d'Études Pédagogiques (www.ciep.fr). The candidate also receives his/her marks for each portion of the exam.
  • This life-long certification is recognized internationally by employers and postsecondary institutions. For example, the B2 level is required for entrance into most universities in France. And, of course, the Diplôme and the accompanying proficiency descriptors are the perfect addition to any résumé, outlining in very practical terms what the individual is capable of doing in French.
  • In Canada, responsibility for the DELF/DALF rests with the Embassy of France. The DELF Scolaire is offered by a school district or a school In agreement with the Embassy, the DELF Junior by language schools such as the Alliance Française.
  • Each exam center receives the software and other materials required to conduct the exams. The center is responsible for logistical arrangements, assessors, registering candidates, printing the exams, marking the oral and written exams, and publishing the results.  The center establishes the fees it will charge for the exams.
  • A school or district can become an exam center through an agreement with the Embassy of France. Alternately, it can make arrangements with an existing exam center to administer the exams to interested students.
  • Derek Doucet on 22 Nov 12
     
    A website that explains the Common European Framework of Reference for Languages, and the Diplôme d'Éducation de la Langue Française. 
garth nichols

Stop Penalizing Boys for Not Being Able to Sit Still at School - Jessica Lahey - The Atlantic - 1 views

www.theatlantic.com/...276976

whole-child Boys_Education

shared by garth nichols on 02 Jul 13 - No Cached
  • The authors of this study conclude that teacher bias regarding behavior, rather than academic perfor
  • mance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores from teachers, and those scores affect teachers' overall perceptions of boys' intelligence and achievement.
  • The most effective lessons included more than one of these elements: Lessons that result in an end product--a booklet, a catapult, a poem, or a comic strip, for example. Lessons that are structured as competitive games. Lessons requiring motor activity. Lessons requiring boys to assume responsibility for the learning of others. Lessons that require boys to address open questions or unsolved problems. Lessons that require a combination of competition and teamwork. Lessons that focus on independent, personal discovery and realization. Lessons that introduce drama in the form of novelty or surprise.
  • ...2 more annotations...
  • Split the class into groups of four and spread them around the room. Each team will need paper and pencils. At the front of the room, place copies of a document including all of the material that has been taught in some sort of graphical form--a spider diagram, for example. Then tell the students that one person from each group may come up to the front of the classroom and look at the document for thirty seconds. When those thirty seconds are up, they return to their group and write down what they remember in an attempt to re-create the original document in its entirety. The students rotate through the process until the group has pieced the original document back together as a team, from memory. These end products may be "graded" by other teams, and as a final exercise, each student can be required to return to his desk and re-create the document on his own.
  • Rather than penalize the boys' relatively higher energy and competitive drive, the most effective way to teach boys is to take advantage of that high energy, curiosity, and thirst for competition. While Reichert and Hawley's research was conducted in all-boys schools, these lessons can be used in all classrooms, with both boys and girls.
  • garth nichols on 02 Jul 13
     
    Great article on Boys' Education
garth nichols

3 ways to weave digital citizenship into your curriculum - 0 views

blog.iste.org/digital-citizenship-curriculum

digitalcitizenship digitalfootprint digital literacy

shared by garth nichols on 20 Mar 14 - No Cached
  • Fortunately, in a classroom where students already use technology, it’s a simple matter to incorporate a digital citizenship component into any lesson — all while meeting both the ISTE Standards and the Common Core. For example, teachers have the opportunity to address digital citizenship whenever students: 1. Create digital presentations
  • 2. Study historical figures or literary characters Prompt students to think about how they present themselves online — and what it means to leave a digital footprint — by creating fake social media profiles for the characters they’re studying in history or English classes. “If Lincoln had a Twitter feed, what would he tweet? Get students to think about how these characters might present themselves online,” Mendoza said. “Reframe social media to look at how the characters might have exemplified themselves in a digital world and how it might have impacted them.” Add another dimension to this activity by using characters that have two very distinct sides to their personalities, such as Jekyll and Hyde. “It helps them think about how sometimes people present themselves online in a whole different way than they really are in person and why we might share things about ourselves that might not really be in line with who we are in person.”
  • Anytime students create content to share online, teachers can supplement the lesson with an age-appropriate discussion about copyright and fair use. Mendoza suggests going beyond simply showing students how to properly cite ideas and images. “Flip the tables on them. When they’re creating and sharing their work with the world online, ask them: How do you want other people to use your work? Would you want other people to make a profit off it, share it or alter it? That’s when it really hits home,” she said.
  • ...1 more annotation...
  • 3. Research a project If a project requires students to perform research online, help them develop information literacy skills by introducing effective search strategies and discussing how to determine whether a website is credible.
garth nichols

The Current State: Educational Technology | Tim Klapdor - 1 views

timklapdor.wordpress.com/...t-state-educational-technology

educational technology SAMR

shared by garth nichols on 17 Nov 13 - No Cached
  • The SAMR model provides a perfect lens for looking at the implementation of technology. After spending some time with the model and reflecting on the current raft of technologies – I have to say we have barely moved past the enhancement stage.
  • You’re all probably familiar with the Gartner hype cycle - “the graphic representation of the maturity, adoption and social application of specific technologies”. If I was to put EdTech on the graph somewhere right now in February 2013 it would be at the very pit of the “trough of disillusionment”. in the diagram above I’ve tried to to illustrate the my view of the current state by combining the SAMR and Hype Cycle. The technological solutions that we put our faith in have failed to meet expectations and have quickly become unfashionable. The LMS has dropped off the page despite it underwriting most institutions online presense and being the foundation of technological progress so far. While we can wallow in the downturn the fact is that the next phase – the Slope of Enlightenment – is just around the corner. The climate is right to move forward, beyond the hype and beyond simple enhancement. Its time for transformation.
  • The big issue with EdTech at the moment is the lack of real solutions. The vendors and the products they are peddling are carry overs and do little more that enhance and keep the status quo. They don’t move very far down the SAMR line, and they barely get close to the real transformation that is possible (and needed). The fact is that there is no solution on the market that can provide the technical transformation required in the education sector. And it’s a shared problem across sectors and industries – from news, to broadcast and publishing. So lets work this out together rather than paying someone else to silo off yet another years content.
  • garth nichols on 17 Nov 13
     
    Building on the SAMR model - how to know when technology is and isn't working in the classroom
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