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2Getting Started with the Physical EnvironmentOVERALL ...It is both an art and a science to design (as opposed to decorate) a learning environment that responds to our ultimate goal as educators – to develop independent and rigorous thought. Therefore, if we want to foster discovery and reflection, dialogue and the sharing of ideas, the overall physical environment should include:•A large gathering space for whole-group work and discussions, located near whiteboards, easels and/or projector screens.•A gathering space for small-group and whole-group discussions – where students can see clearly the representations of learning that are posted on boards or screens and hear classmates as they share ideas.•Flexible and reconfigurable space for small-group collaborative work and inquiry – space must allow for groupings of various sizes, such as pairs, triads and groups of four or more.•Desks and tables configured to facilitate discussion by allowing eye contact with peers and teacher, the unencumbered flow of traffic and enough space for students to write collaboratively.•Active areas for inquiry, investigation and wonder and quiet areas for thinking and exploring technology – all areas need to be accessible to students for communicating and documenting their own learning (e.g., computers, computer software, tablets, digital cameras and video recorders, document cameras, interactive white boards).•Instructional materials organized in such a way as to provide easy selection and access for all students – materials may include computer software, educational web sites and applications, found materials, graphic organizers, newspapers and other media, resource texts, etc.FOR MATHEMATICS ...Mathematically literate students demonstrate the capacity to “formulate, employ and interpret mathematics” (OECD, 2012, p. 4); they view themselves as mathematicians, knowing that mathematics can be used to understand important issues and to solve meaningful problems, not just in school but in life. By extension, the physical environment for mathematics learning should include: •Spaces where students can use manipulatives to solve problems and record their solutions.•Board and/or wall space to display student solutions for Math Congress and Bansho – student solutions should be easily visible from the group gathering space.•Space to post co-created reference charts such as glossary terms and past and current summaries of learning that specifically support the development of the big ideas currently under study.•Instructional materials organized in such a way as to provide easy selection and access for all students; may include mathematics manipulatives, calculators and other mathematical tools, mathematical texts, hand-held technology.FOR LITERACY ... Today’s literate learners experience “a constant stream of ideas and information” – they need strategies for interpretation and making sense and lots of practice in identifying meaning, bias and perspective (Ontario Ministry of Education, 2009, 2006). By extension, the physical environment for literacy learning should include: •Spaces where students can talk, listen, read and write.A place for wonder, mystery and discovery ...“We need to think about creating classroom environments that give children the opportunity for wonder, mystery and discovery; an environment that speaks to young children’s inherent curiosity and innate yearning for exploration is a classroom where children are passionate about learning and love school.” (Heard & McDonough, 2009)
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The Third Teacher - 1 views
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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 (
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A large gathering space
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mall-
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Advanced iPad Classroom | Indiana Jen - 0 views
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A key concept that we employed is that it’s about using a handful of apps to do a variety of projects effectively and creatively. This is the “One Screen Model”
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The central tenet of using iPads is App Fluency: “The ultimate goal of fluency challenges is to be able to move information from app to app and from device
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“Using two or more applications or web tools in conjunction with one another to create a final product or experience that would not be possible with using a single tool
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As workflow was a common topic throughout the session, we decided to switch up in the end to discuss some ways to facilitate collecting and curating student material. One of the most popular tools for getting content off of iPads and shared with the teacher is Google Drive; many schools have become Google Apps for Education institutions making this much easier. One of the best tools available to teachers working in a GAFE environment is the script Doctopus. This tool enables teachers to distribute content effectively and collect it easily without having to worry about all of the snafu’s that happen with sharing (typos in email addresses, titles, etc).
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Interesting notes on some goals to work towards for an "Advanced ipad classroom" Topics discussed include: app fluency, workflow and the "one screen model"
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7 Essential Tools for a Flipped Classroom - Getting Smart by Guest Author - classrooms,... - 3 views
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7 Essential Tools for a Flipped Classroom
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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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Google Docs
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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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YouTube
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Ideal for first-time flippers
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Teachem
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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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The Flipped Learning Network
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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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Camtasia Studio
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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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Edmodo or Schoology
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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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iscussion and collaboration features, and grading and assessment options.
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7 Essential Tools for a Flipped Classroom - nothing earth shattering but a nicely compiled list.
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The 22 Digital Skills Every 21st Century Teacher Must Have ~ Educational Technology and... - 1 views
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This is a a great resource for all Digital tools that we've discussed...and MORE! -
Hey everyone, this is a great resource for aggragation of digital tools...check it out!
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Digital Promise: No One Left Behind - YouTube - 0 views
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A Great investigation and discussion on the future of learning from TVOs "The Agenda". You'll want to listen to this if you are interested in where schools are planning to go to address the shift in education.
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shared by lesmcbeth on 24 Nov 16
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MLTS Sparks - 3 views
sparks.mltsfilm.org/?mc_cid=0c43994bf9&mc_eid=d369d465d4
education DesignThinking collaboration teaching Cohort21 21stCentury KeySkills
shared by lesmcbeth on 24 Nov 16
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A series of videos about the future of education...great food for thought, sparks for discussion, etc. -
These look great - thank you. I partciularly like the idea of group testing near the end of in A Test of Value.
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3 ways to weave digital citizenship into your curriculum - 0 views
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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
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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.”
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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.
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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.
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Game Changers | Canadian Education Association (CEA) - 0 views
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In 2011, game designer Jane McGonigal published Reality is Broken, where she outlined four simple rules that define a game: a goal, rules, a feedback system, and voluntary participation. Both Jeopardy and The History of Biology fit this definition, but clearly there is a difference between games that teach the recall of facts and those that teach higher-order thinking skills.
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esame Workshop, published a paper in 2011 called “Games for a Digital Age.” They distinguish between short-form games, “which provide tools for practice and focused concepts,” and long-form games, “which are focused on higher order thinking skills.” This is a useful first distinction teachers can use when evaluating games for use in the classroom.
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A theme that comes up with teachers who use long-form video games is teaching empathy. “When I first started teaching natural disasters in Grade 7, there were case studies in the textbook, or videos,” says Mike Farley, a high-school teacher at the University of Toronto Schools (UTS). “When we invite students to play a simulation like Stop Disasters or Inside the Haiti Earthquake, they are more immersed; there’s more of an emotional learning.”
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UTS Principal Rosemary Evans sees these as “unique learning experiences,” different for each student with each session of play. “What excites me is the experiential component,” she says. “The simulations lead to an authentic experience, where the game environment represents different points of view.”
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Justin Medved , the Director of Instructional Innovation at The York School, likes to talk about “layers of learning” taking place in the best games. “To what extent does the game offer an experience that offers some critical thinking, decision making, complexity, or opportunity for discussion and debate?” says Medved. The content is the first layer the students interact with, but meta-content skills can take longer to teach. Medved looks for “any opportunity for players to go out and do some research and thinking before coming back to the game.” Many games, says Medved, are super-fast and he tries to intentionally slow them down to allow for deeper thinking. “We want some level of learning to be slow, to discuss bias or different perspectives. Over time you can see a narrative unfolding.”
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The question of whether to game or not game in class is not one of technology. It is one of pedagogy that starts and ends with the teacher. It is our job to provide a framework for deciding which games can be used in which contexts, and to use the best of the game world to inspire our students to higher-order thinking.
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"Game Changers How digital games are creating new learning experiences Using games to teach discrete topics in the classroom is not a new phenomenon; however, games can also be used to teach higher-order thinking skills such as critical thinking, decision-making, creativity and communication. These so-called "long-form" games need to be contextualized by the teacher and woven into a robust curriculum of complimentary activities. Innovative educational gaming companies focus on developing high-quality digital content but also on the pedagogical implications of embedding the game in existing curriculum. Data collected from long-form digital games can be used to personalize instruction for students who are getting stuck on certain concepts or learn in a particular way. As games get more sophisticated, so must the teacher's understanding of the way students use them in the classroom." -
For those interested in applying characteristics of gaming to their teaching.
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PIRSA - The Secret to Engagement: Lessons from Video - 1 views
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"Derek Muller from YouTube's Veritasium will present a webcast on Wednesday November 27, 2013 at 7pm EST from the Mike Lazaridis Theatre of Ideas at Perimeter Institute.Derek will discuss the question: Do videos really improve student learning? Derek's PhD in physics education research suggests the answer may be no! In this one hour talk, he will share insights from his research as well as the incredible physics phenomena he has captured for his YouTube channel.Derek Muller created the popular YouTube channel Veritasium in January 2011. With almost 1 million subscribers, Derek's 140 videos have received over 45 million views."
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Hi Justin- Derek Muller spoke to our students last week. I can't speak to the level of conceptual understanding students achieve from watching the videos, but I witnessed some serious engagement and excitement about science and physics in particular. He encouraged the audience to ask questions and observe the science all around them. Sounds like a great complement to inquiry-based learning.
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The Future of Education: BYOD in the Classroom | Innovation Insights | Wired.com - 0 views
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How Should Schools Navigate Student Privacy in a Social Media World? | EdTech Magazine - 2 views
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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.
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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.
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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?
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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
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Tech-Supported Learning is Focus of SXSWedu Conference - Marketplace K-12 - Education Week - 0 views
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"When Does 'EdTech' Just Become 'Education,'"
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it's not about the technology. It's about the process of learning."
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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."
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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?'
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The right questions in a conversation about learning with technology can help focus the discussion on what is most important.
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The Balancing Act of Screen Time (Long Version) | Beth Holland - 1 views
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“Today, if I were to lose the devices (iPads) that that my students have,” writes Shawn, “I would mourn the loss not of the technology but of the voices that my students have gained through having them.”
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“Innovation shouldn’t look like a tablet or a laptop. It should look like a learning environment where students—with teachers at their side— choose their learning targets and aim to hit them.” writes Grant Lichtman (@GrantLichtman)
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Another good discussion on the topic being called "screen time", from Beth Holland (my fav!).
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I really liked the idea of what goes into the iPad and not just what it can do... The school has an unconventional take on the iPad's purpose. The devices are not really valued as portable screens or mobile gaming devices. Teachers I talked to seemed uninterested, almost dismissive, of animations and gamelike apps. Instead, the tablets were intended to be used as video cameras, audio recorders, and multimedia notebooks of individual students' creations. The teachers cared most about how the devices could capture moments that told stories about their students' experiences in school. Instead of focusing on what was coming out of the iPad, they were focused on what was going into it. - The Smart Way to Use iPads in the Classroom, April 15, 2013
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A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 2 views
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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.
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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!
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made me realize how little autonomy students have, how little of their learning they are directing or choosing
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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.
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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.
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"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."
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Twitter Chats - The ins, outs and my top 8 chats - 2 views
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Twitter Chats - The ins, outs and my top 8 chats Educational Twitter Chats are happening all the time on Twitter and as a globally connected educator - I LOVE IT! Every opportunity I can get I involve myself in the 1 hour twitter chats that surface themselves in my twitter feed. It gives me the opportunity to connect and collaborate with like minded educators, network with the best in the business and pick up new and interesting things to use to make me a better educator. PD in the palm of my hands (literally). For those that don't know what I am talking about - let me give you the low-down. Twitter chats take place on twitter at a certain time every week (click here for a complete list of education related twitter chats and their times). All chats use a certain hashtag to discuss a variety of topics with a education related theme. They provide a unique and eye opening opportunity for educators to connect, share and collaborate with others from all over the world. The best part about this virtual staffroom ….. it is FREE!
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Coding at school: a parent's guide to England's new computing curriculum | Technology |... - 1 views
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mary and secondary school pupils in
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Teaching programming skills to children is seen as a long-term solution to the “skills gap” between the number of technology jobs and the people qualified to fill them
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Our new curriculum teaches children computer science, information technology and digital literacy: teaching them how to code,and how to create their own programs; not just how to work a computer, but how a computer works and how to make it work for you.”
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At primary level, it helps children to be articulate and think logically: when they start breaking down what’s happening, they can start predicting what’s going to happen. It’s about looking around you almost like an engineer at how things are constructed.”
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But when you learn computing, you are thinking about thinking.
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There are lots of transferable skills.”
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algorithms
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But they will also be creating and debugging simple programs of their own, developing logical reasoning skills and taking their first steps in using devices to “create, organise, store, manipulate and retrieve digital content”.
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more complicated programs
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variables and “sequence, selection, and repetition in programs
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two or more programming language
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mple Boolean logic (the AND, OR and NOT operators, for example), working with binary numbers, and studying how computer hardware and software work together.
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computer and internet safety
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Even if you’re daunted by programming as a subject, seeing it through the eyes of a child will hopefully make it much less intimidating.
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Fantastic read that I discussed and annotated with my Grade 11 and 12 Computer science students in class yesterday!
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shared by Christina Schindler on 19 Nov 14
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How to Praise Your Child and Encourage a Growth Mindset | Motion Math - 2 views
motionmathgames.com/and-encourage-a-growth-mindset
collaboration growth mindset praise Education cohort21 learning
shared by Christina Schindler on 19 Nov 14
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How to Praise Your Child and Encourage a Growth Mindset
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The right kind motivates students to learn.” - Carol Dweck
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Good summary of the research and data that explains the science behind this idea -- a key component of the PD conversation with teachers when discussing how we can implement this as a school-wide tool for communication & feedback
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Being mindful about how you praise your child can help your child foster a growth mindset and boost his or her motivation, resilience and learning
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Citing specific behaviors such as the amount of time spent or the approach your learner is taking to figure out the task enables the child to connect their actions with results. Additionally, the praise needs to be sincere, otherwise your kid will discredit all praise – insincere and sincere.
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The parent perspective is key part of a meaningful conversation on mindset, especially in the learning environment. Trying to shift the focus away from marks alone -- towards the effort, energy and experience of learning is significant. It is also not easy. I've included articles like this as part of the parent communication piece on how we are implementing a growth mindset perspective.
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“I’m proud of you for sticking with it and taking the time to understand the concepts you’re trying to learn.”
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“I noticed you spent a lot of time figuring out your homework – I’m happy that you’re so dedicated. Let’s work together to figure out what you don’t understand.”
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“When you ask questions to figure out what you’re doing, I appreciate your curiosity.” or “It makes us happy that we can discuss these activities.” – show your child that you value curiosity, intellectually stimulating conversations and the exploration of ideas.
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This is an interesting perspective on the parent voice in the larger conversation about how feedback contributes to a growth mindset.
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Digital Citizenship Week: 6 Resources for Educators | Edutopia - 1 views
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"This year, in conjunction with October's Connected Educator Month, Common Sense Media is sponsoring Digital Citizenship Week from October 19 through October 25. Here, educators can find ways to get connected, activities to do with students and ideas for engaging parents. Really, the week is a perfect time to discuss digital responsibility, safety, and citizenship with students, and there are plenty of valuable events and resources for educators and students to use. Here are six of my favorites:"
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Outlook for online learning in 2013: online learning comes of age - 1 views
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Initially in many institutions the move will be crude pedagogically, with an emphasis on video recording of lectures and flipped classes, or merely increasing the amount of online learning supporting regular classes. Over time, though, as instructors get more experience in hybrid learning, get more instructional design support, and greater pressure from the administration, full course re-design will increase, but major redesigns around hybrid learning may take as long as five years in many institutions. One reason for this slow adoption of re-design is the current lack of appropriate models for hybrid learning that have been tested and evaluated; this will change though as experience grows. Best practice for hybrid learning will emerge, as it did for fully online learning.
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10. Expect the unexpected: One year: 100%; Three years: 100%; Five years: 100% These are the monsters lurking in the shadows. In online learning, the only thing you can really be certain of is the uncertainty. These are Donald Rumsfeld’s unknown unknowns, so by definition they are unpredictable or non-forecastable. However, there are also some known unknowns that perhaps we should discuss. (MOOCs are good examples – they were known in 2011, but the likelihood that they would take off in 2012 in the way they did was not known, at least by most pundits.) Here are some possible bogeymen to lie awake worrying about:
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the privatization of post-secondary education in the USA. Many states are in dire financial trouble. Will this result in some states privatizing their public post-secondary education systems? What price would Alabama State University fetch from a commercial buyer and how would that affect the state’s finances? If some states do decide on privatization, expect online learning to increase – indeed, online learning will likely increase in financially challenged states without privatization, because, rightly or wrongly, it will be seen as cheaper; also expect federal student financial aid to take a hit in the USA as Congress grapples with the deficit. a major Internet player (Apple, Google, Facebook or Amazon) jumps into the online learning market, perhaps in partnership with some elite universities, and takes a major share of the for-credit online market, because of lower costs, quality content, and accreditation from elite universities (but with a different category of degree from their on-campus programs) The US Congress backs publishers and shuts down all publicly funded open educational resources; copyright legislation is tightened on US-based Internet companies making it all but impossible to use educational resources over the Internet for free major power shortages/outages, due to bad weather/a surge in energy prices/political activists (pick your reason) makes online delivery increasingly unreliable during winter quantum computing arrives at a reasonable cost and completely changes the game.
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"What's primarily going to drive this move to the centre is not MOOCs but hybrid learning, by which I mean the re-design of courses to integrate the best of online and campus-based teaching. This is being driven by dissatisfaction with very large lecture classes in first and second year university courses, the need for increased productivity/better learning in times of economic austerity, and faculty's increasing familiarity with online learning in supporting regular lecture-based classroom teaching."