Katlin Tucker, a dynamic high school teacher presents her approach-pedagogy-instructional strategies to transform teaching and learning. She demonstrates ways she helps engage students and grow skills in several areas, including communication, comprehension & critique, collaboration, content knowledge, etc. A couple of her main tools include Collaborize Classroom and Google Docs.
This blog post will get you to ask yourself, "What is the role of a teacher?" Some of the comments show the wide diversity in views among educators - those who would abandon schools if they could (LIsa Nielsen), others who have the paradigm of the student making the instructional choices and the teacher just floating around and helping students, and those who see the teacher as embodying many different skill sets and who work out of a strong relationship with their students. The current educational shifts in pedagogy and goals in education have had a profound impact on teaching. Reading this post will help stimulate and hopefully clarify you own views.
Fascinating book on a new pedagogy for the 21st century teacher and learner. Will we continue to ask students to work in an environment of scarcity, both in resources, but also in the learning process, which is locked up by testing and standards? Check it out!
Technology Coordinator/Integration Specialist vs. Technician - blended skills - is it enough just to put technology in the hands of students? What about intentional pedagogy?
The post really points to the possible pitfalls of online courses. It also suggests the importance of examining & evaluating the effectiveness of online courses - including the teacher's pedagogy and instructional methods - and student receptiveness, level of engagement, and success in courses. The comments after the post provide a lively discussion. Blended learning seems to get high marks.
That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
However, it may be the place we need to start with students who haven't had the opportunity to learn the skills to handle personal learning structures, including the self-discipline required to sustain their pursuit of learning.
personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn.
Despite the promise of personalizing learning and some teachers' best efforts to give their students more agency in the education process, many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources. (p. 6)
Anytime Anywhere Learning Foundation
In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
Will Richardson explores this idea: "By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most." How does "personal learning" fit into the structures we have in school learning environments?
A blogpost by Will RIchardson speaking to how the last 10 years have brought to life a way of thinking about education that is decidedly different from the lens we originally carried into the classroom. For many, this has been a real transformation, not simply a shift in methods or pedagogy. For others, they're still waiting, but for what?
Ready for the next generation of textbook creation that utilizes good pedagogy? Imagine a living, breathing, dynamic textbook that offers different assignments for each individual based on their learning styles, allows for student-created work to be posted and featured based on accuracy/creativity votes and having students all around the world discuss content and share resources in real time through an integration with Google's new social networking service Google +. Imagine all of this in a new dynamically changing interactive living 21st Century textbook ecosystem.
Brain Mannix would like to use the Blackboard/Collaborate platform as an engine to bring students and teachers around the world together to make this happen. Check it out!
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Friday, October 5, 2012 12:35 pm, Posted by Katie Lepi
0 | How To
Good tips to reflect as you prepare/evaluate your online presence in a blended/online course.
"The fundamentals that define a great teacher don't differ much whether classes are taught in the online setting or off, but there are certain things that need greater emphasis and gain greater importance when a teacher is working with students who aren't in a traditional classroom setting."
Excellent use of public domain video clips and voiceover to communicate "Creating Great Things Through Collaboration". Part of the #ETMOOC course I'm involved in.
39 Instructional videos on K-8 pathways to the CC Standards. What do you think of the approach these teachers are taking? How can they help you in your transition to the CCore? Some practices here are applicable to high school, as well.
Richard Byrne helps readers clarify how to use blogs in teaching practice, including the use of blogs with students. It will help give you some ideas of how to meet your objectives with some different approaches.
Technology integration isn't always as easy as presenters make it out to be. Here is a model to explore to assess/implement tech. integration. TPACK stands for Technological, Pedagogical, and Content Knowledge. This framework looks at each of these domains of knowledge, and how they overlap with each other within a given context. It can be an important tool when addressing the problem of technology integration.
A presentation by Richard Byrne on how to use some different digital collections of Primary Source documents to teach high school social studies lessons in Honors level classes, as well as other classes.
Wonderful reflective expression on ETMOOC using adjectives and research that connects with each. Certainly supports the learning environment and outcomes so many of us have experienced.