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Justin Medved

Big Picture | 4.0 Schools - 0 views

4pt0.org/big-picture

shared by Justin Medved on 11 Sep 13 - No Cached
  • Justin Medved on 11 Sep 13
     
    "4.0 Schools launches ventures that solve tough problems in education. We bring educators, entrepreneurs and technologists together to deliver relevant solutions that reimagine the way we teach and learn. Our community has a bias toward products that aren't band-aids on an outdated system. Instead, they are anchored to new ways of thinking about a fundamental set of questions: What is school for? Where does learning happen? What should kids learn? Who delivers learning?"
Aaron Vigar

NCTE Framework for 21st Century Curriculum and Assessment - 0 views

www.ncte.org/...21stcentframework

NCTE 21stcenturyskills literacy technology assessment learning

shared by Aaron Vigar on 23 Nov 13 - Cached
  • Aaron Vigar on 23 Nov 13
     
    A handy framework with reflective questions to help guide teachers toward a better understanding of how to plan, support, and assess student learning using a 21st century curriculum.
Justin Medved

The Google Hang out Q and A App - 0 views

services.google.com/...googleplus-qanda.pdf

shared by Justin Medved on 11 Dec 13 - No Cached
  • Justin Medved on 11 Dec 13
     
    Q&A is a new application for Google+ that allows viewers to ask questions during a Hangout On Air, which the host can answer in real time.
garth nichols

How We Learn: Scientific American - 7 views

www.scientificamerican.com/article.cfm

brain-based learning cohort21

shared by garth nichols on 26 Oct 13 - No Cached
  • garth nichols on 26 Oct 13
     
    This is the article from Jen Bibby's recent post. She uses this to lay the foundation of her approach to French, but also to pose the question: what 21st century tools allow educators to access and compliment what we know about brain-based learning?
Justin Medved

EDpuzzle - A new flipped classroom tool. - 4 views

www.edpuzzle.com

flipped classroom

shared by Justin Medved on 31 Oct 13 - No Cached
  • Justin Medved on 31 Oct 13
     
    "Find a video and use only what you need. Make it to the point. Explain it with your voice Change the audio of the video to explain it with your own teaching approach. Record audio notes at any time to add clarifications, remarks, an introduction, conclusions, you name it. Add quizzes along the video Add questions at any time during the video to check your students' understanding. Get individualized statistics of your students, and check the effectiveness of your lesson."
Adam Caplan

Tech-Supported Learning is Focus of SXSWedu Conference - Marketplace K-12 - Education Week - 0 views

blogs.edweek.org/...cus_of_sxswedu_conference.html

technology education learning edtech

shared by Adam Caplan on 31 Mar 14 - No Cached
  • "When Does 'EdTech' Just Become 'Education,'"
  • it's not about the technology. It's about the process of learning."
  • A few years ago, district leaders wanted to know the educational and economic benefits of making a digital transition, according to Bill Goodwyn, president and CEO of Discovery Education, in another panel on public-private partnerships. "Today they're not asking why. They're asking, 'How do I get there?'" he said.  "A lot of districts want to frame this as a technology issue. It's not a technology issue. It's a learning issue."
  • ...1 more annotation...
  • the key to innovation moving forward begins with instruction. "You start with 'Yes.' You don't start with, 'How do we pay for this?' or 'What device do we use?'
  • Adam Caplan on 31 Mar 14
     
    The right questions in a conversation about learning with technology can help focus the discussion on what is most important.
Justin Medved

The Ultimate Directory Of Free Image Sources - The Edublogger - 2 views

www.theedublogger.com/...irectory-of-free-image-sources

shared by Justin Medved on 02 Sep 14 - No Cached
  • Justin Medved on 02 Sep 14
     
    We've spent some time categorizing our favorite sources for free images and organizing them in such a way as to help you find what you're looking for. Here are the criteria we've examined: Subjects: Does a site focus on specific genres of images, or is it a mass collection of various image types? High Resolution: Lots of great image resources emerged in the pre-Web 2.0 phase, but it wasn't until bandwidth dramatically increased that allowed for the uploading of much higher resolution images suitable for editing and printing. License: The licenses vary extremely from source to source. Some are listed as Creative Commons (with variations on attribution and availability for commercial use), others are Public Domain, and still others have unique licenses that maintain copyright while allowing users to download or embed photographs. To better understand Creative Commons licenses, check out our post on Images, Copyright, & Creative Commons. Safety: Government sites and many specific subject collections are extremely safe for students to use. But before you start using one of these sites for student blogging, check out our safety note and examine the site to see if you find it appropriate for students. Some sites are terrible for filtering out inappropriate content, while others display advertising from paid stock-photo websites that can often be questionable, depending on the age level of students.
mrsganley

50 End-of-School-Year, Self-Probing Questions for Educators - Getting Smart by John Hardison - edchat, edreform, students, teachers | Getting Smart - 1 views

gettingsmart.com/...lf-probing-questions-educators

shared by mrsganley on 25 May 14 - No Cached
  • mrsganley on 25 May 14
     
    This is such a good reflection piece about our practice.  
kcardinale

Python bumps off Java as top learning language | PCWorld - 0 views

www.pcworld.com/...-as-top-learning-language.html

shared by kcardinale on 22 Nov 14 - No Cached
  • Eight of the top 10 computer science departments now use Python to teach coding, as well as 27 of the top 39 schools
    • kcardinale
      kcardinale on 22 Nov 14
       
      What schools in Ontario are actually using Python to teach students computer science?
  • Java is frequently used in high school advanced courses, so the transition to Java in college is a natural one for students
  • ...2 more annotations...
  • Java for computer science students and Python to teach programming skills for noncomputer science majors.
  • Other popular languages for teaching include MatLab, a mathematically oriented language often used to introduce scientists and engineers to programming. MatLab, however, seems to be increasingly supplanted by Java.
  • kcardinale on 22 Nov 14
     
    Interesting article that I just read, answering some computer science questions!
Derek Doucet

Personalize Learning: Infographic: 10 Trends to Personalize Learning in 2015 - 2 views

www.personalizelearning.com/...-10-trends-to-personalize.html

personalized learning infographic SAMR TPACK

shared by Derek Doucet on 04 Jan 15 - No Cached
  • Derek Doucet on 04 Jan 15
     
    A nice infographic with answers to some good questions on where to start with personalized learning
Marcie Lewis

BBC Radio 4 - The Educators, John Hattie - 0 views

www.bbc.co.uk/b04dmxwl

podcast hattie effectiveness

shared by Marcie Lewis on 04 Jan 15 - No Cached
  • Marcie Lewis on 04 Jan 15
     
    " Listen in pop-out player What really works in schools and classrooms? How much difference can homework and class size make to a child's ability? Sarah Montague interviews John Hattie, Professor of Education at the University of Melbourne and Chair of the Australian Institute of Teaching and School Leadership. Over 20 years, he carried out one of the biggest pieces of education research, compiling studies from previous decades and comparing the effect they have on attainment and ability. His work is ongoing, but the results show a league table of effectiveness. It reinforces things you might expect, such as the importance of teachers, but also offers some surprises that might have parents and teachers questioning their priorities. Presenter: Sarah Montague Producer: Joel Moors."
Adam Caplan

5 Things to Share With Your Teachers About Educational Technology | Rob Furman - 0 views

www.huffingtonpost.com/...o-share-with-yo_b_6218982.html

tech integration coaching

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

Learning Theories - 2 views

www.instructionaldesign.org/...index.html

shared by Justin Medved on 09 Nov 15 - No Cached
  • Justin Medved on 09 Nov 15
     
    To help you learn and refresh your memory about some of the leading learning theories in educational literature, we are sharing with you this excellent resource from Instructional Design that features over 50 learning theories. Each theory comes with a short definition, a section on how it is applied, few examples illustrating the use of the theory, and a final section with resources and references to learn more about the theory in question.
  • robin_michel on 15 Nov 15
     
    Instructionaldesign.org is a gold mine! I appreciate the consistent comparative layout for each theory, and that I can look directly to the Principles. Beyond the learning theories, have a look at the "Bad Error Message" section if you fancy a wee laugh. http://www.instructionaldesign.org/bad_error_messages.html
tanyacatallo

Four questions that encourage growth mindset among students | Teacher Network | The Guardian - 1 views

www.theguardian.com/...ourage-growth-mindset-students

growth mindset students

shared by tanyacatallo on 20 Nov 15 - No Cached
  • those with a growth mindset seek out feedback on how to get better, persist with work for longer and cope better with change
  • Get students to spend a few minutes writing down how doing well at school can help them achieve future goals.
  • Some students see tests as a chance to explore how much they’ve learned. Others use it as a chance to compare themselves with their classmates. Psychologists have found that constantly comparing yourself with others can have a negative impact on your confidence, motivation, self-management and academic performance.
  • ...2 more annotations...
  • guiding students towards being comfortable with receiving feedback and giving them the confidence to act on it will serve them well.
  • Psychologists use the term “metacognition” to describe being aware and in control of your own thought process. Asking what you would do differently is a great example of this; it helps students to analyse and reflect on their thought process.
tantoniades

Life in a 21st-Century English Class | MindShift | KQED News - 4 views

ww2.kqed.org/...n-a-21st-century-english-class

shared by tantoniades on 17 Nov 15 - No Cached
  • Finally, technology is embedded into the structure of all we do. It’s part of how we research, how we capture information, and how we display our learning. It’s never an accessory tacked on at the end.
    • tantoniades
      tantoniades on 17 Nov 15
       
      This is where I need to get.  I'm still very much in the "tacking on" phase.
  • My students started by creating a Flickr feed, Facebook page, a YouTube account, a Tumblr blog, and a Twitter account. They decided that visual representations of their knowledge would be the most powerful. So some of my students created photographs depicting images that they felt best represented modern trafficking. These photos were then edited in Picnik, and posted to our blog.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont know what half of these things are, but I'm going to find out - we do Beloved, which is really similar thematically, and my assessment for the unit is really similar (even if it's not tech-based...yet).
  • A few years ago I tried to teach this idea to a grade 12 class when we were studying essay writing. They didn’t get it. But in the context we were using, after comparing social media content, it made perfect sense to my grade 11 students.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I find this really annoying.  
  • ...3 more annotations...
  • The Museum Box site allows you to build  an argument or description of an event, person or historical period by placing items in a virtual box. Students can display anything from a text file to a movie. My students will be using this platform to argue their thesis, rather than writing a traditional essay.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Intriguing.  Go on...
  • My students have started designing our curriculum units. Seriously. While transitioning to our current unit, we discussed the possibilities as a class.
    • tantoniades
      tantoniades on 17 Nov 15
       
      I dont mean to be a crank, but this has everything to do with teaching, and nothing to do with technology.
  • Before the technology/constructivist shift in my classsroom, I would have taught all of this quite traditionally. We’d read books, answer questions, and then address those questions in class. I’d lecture a lot, with supplemental grammar lessons here and there, and I’d include some type of artistic project to achieve viewing and representing objectives. The whole design would have been extremely teacher centered. And at the end of it all, I’d hope they learned something about writing and thinking. Instead, inquiry and technology are a natural part of our English classes.
    • tantoniades
      tantoniades on 17 Nov 15
       
      Again, I know I'm being a cynical old grump, but you cannot use "technology" and "constructivist" like they're two parts of the same idea.  I think it's perfectly feasible to imagine a constructivist classroom that runs without tech, and vice versa.  Both of them running in harmony...that's the dream, all right.
  • tantoniades on 17 Nov 15
     
    An article about some ways technology can be used to help an inquiry-based high school English class...
  • Derek Doucet on 17 Nov 15
     
    Hey Tony - I think you'd be really interested in TPACK - a tech integration framework that looks at pedagogical knowledge, content knowledge and tech knowledge. For more info check out tpack.org! We'll be looking at these in our third face to face but it sounds like you're ready to delve!
garth nichols

4 Ways to Become a Better Learner - 0 views

hbr.org/...ays-to-become-a-better-learner

learning HBR agility DesignThinking education cohort21

shared by garth nichols on 12 Jan 16 - No Cached
  • What is Learning Agility? Learning agility is the capacity for rapid, continuous learning from experience. Agile learners are good at making connections across experiences, and they’re able to let go of perspectives or approaches that are no longer useful — in other words, they can unlearn things when novel solutions are required. People with this mindset tend to be oriented toward learning goals and open to new experiences. They experiment, seek feedback, and reflect systematically.
  • How Do You Develop Learning Agility? Since developing learning agility involves learning to recognize and change automatic routines, the aid of a coach can be invaluable. Coaching, which Peterson calls “the ultimate customized learning solution,” helps clients understand how their minds work and how to make them work better. But even if you’re not working with a coach, there are steps you can take on your own to enhance your learning agility. Ask for feedback. Think of one or more people who interacted with you or observed your performance on a given task.
  • Experiment with new approaches or behaviors. To identify new behaviors for testing, Peterson recommends reflecting on a challenge you’re facing and asking yourself questions such as “What’s one thing I could do to change the outcome of the situation?” and “What will I do differently in the future?”
  • ...2 more annotations...
  • Look for connections across seemingly unrelated areas. For example, Peterson has systematically applied principles he’s used to learn about wine to the domain of leadership development
  • Make time for reflection. A growing body of research shows that systematically reflecting on work experiences boosts learning significantly. To ensure continuous progress, get into the habit of asking yourself questions like “What have I learned from this experience?” and “What turned out differently than I expected?”
Christina Schindler

What Will Digital Portfolios Mean for College-Bound Students? | MindShift | KQED News - 1 views

ww2.kqed.org/...ean-for-college-bound-students

Cohort21 portfolios EdTech collaboration

shared by Christina Schindler on 04 Apr 16 - No Cached
  • The earlier that kids begin planning their college application, the better,
  • the practice of putting quality work into digital storage “gets them thinking critically” about college.
  • Photo and video provide a more complete version of a person, and students feel they’re “more than a piece of paper.” 
  • Christina Schindler on 04 Apr 16
     
    Interesting perspective on how DP's can enable students to consider their growth over time as they apply to post-secondary studies.  Interesting questions for the admin & education system as a whole to consider in the big picture outlook on this tool.
garth nichols

Problem or opportunity? Depends on how you look at things. - The Principal of Change - 5 views

georgecouros.ca/...6932

shared by garth nichols on 16 Dec 16 - No Cached
  • You cannot simply swap out the word, “problem” with “opportunity”; your thinking has to shift that way.  For example, a subtle change in the question, “When am I going to have time to do this?”, to, “How would I work this into my day in a meaningful way?”, changes the way we frame what is in front of us.  One question is looking for ways things won’t work, and the other is trying to find a way.
  • A subtle change in language, can change how we move forward, and how we tackle the challenges  embrace the opportunities in front of us.
  • garth nichols on 16 Dec 16
     
    Hey everyone, let's make a change in our language, so that we can make a real change in our schools!
  • Vicky Boomgaardt on 20 Dec 16
     
    I love the power of making subtle changes in our language. I am going to take this quote and post it in my office- so good to remember going forward. I've been trying to encourage my students (and my own children) to change from saying "have to" to "get" to help them see the opportunity in their everyday actions. While not always successful, it can have a profound effect on the way they see things.
garth nichols

A High School in Massachusetts Where the Students Are the Teachers | TIME.com - 0 views

healthland.time.com/...-the-students-are-the-teachers

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

An A+ student regrets his grades - The Globe and Mail - 0 views

www.theglobeandmail.com/...article7359620

Grades Education Real World

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