Many organizations believe that one of the biggest
challenges they face when implementing a virtual office is managing
mobile or remote workers. It is unfortunate that they let this
perception stop them from reaping the many benefits of a more flexible
workplace.
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shared by anonymous on 18 May 13
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The Art of Virtual Leadership - 4 Keys to Leading Remote Workers and Managing Virtual T... - 19 views
www.evancarmichael.com/...nd-Managing-Virtual-Teams.html
leadership leading remote workers managing teams
shared by anonymous on 18 May 13
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Remote management is not radically different from managing people on-site. The biggest difference is a shift in management style from "eyeball management" (assuming workers are being productive because you physically see them at their desks working) to managing by results. By learning to mange by results rather than activity, improving communication, and nurturing trust between managers and employees the whole organization benefits. In fact, virtual team managers have reported that their overall management skills increased for both on and off-site workers.
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MANAGING BY RESULTS, NOT ACTIVITY One of the most common fears that managers and executives have when considering virtual teams is, "How do I know my employees will be working if I'm not there to watch them?" Well the simple answer is that you won't, not every minute. But realistically, you can't be sure they are really working every minute you see them in the office either; it is easy to confuse activity with productivity. A manager's job is to provide specific, measurable, and attainable goals for the remote employee so that he or she knows what must be done and when. These can include reports completed, number of calls made, and number of support issues resolved - or any other appropriate measure of job productivity.It is important that the employee and manager arrive upon a shared definition of the deliverables and timetable together. This ensures that everyone is on the "same page" and prevents miscommunication. It also ensures that the goals and expectations are realistic. A manager's value to an organization is as more of a coach and mentor, not an overseer. This move away from "eyeball management," and the resulting clearer definition of employee job responsibilities, is one of the major contributing factors to the improved productivity normally experienced with virtual teams. Shifting your focus to performance based management will help you build a more productive mobile workforce.
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A veteran teacher turned coach shadows 2 students for 2 days - a sobering lesson learne... - 56 views
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But students move almost never. And never is exhausting.
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This was no different in my experience. There was not one class where I was asked to move to work with someone else. However, there was opportunity for engagement with others, where the teacher let the students do the talking and the working.
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sitting passively.
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Passive engagement is how I would describe most students to 'sat and got' while the teacher spoke. However, this was not the case in 100% of classes I shadowed/participated in.
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build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine.
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We typically do this in a language learning class, so it was tiresome for me to not have the opportunity to move around and engage with others.
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High School students are sitting passively and listening during approximately 90% of their classes.
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It was not just the sitting that was draining but that so much of the day was spent absorbing information but not often grappling with it.
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This was not true for all my classes today when I shadowed. The teacher in one class served as a model to annotate an article while we did the same. We were left to our own devices to write the main idea in 2-3 sentences, too. We also had to sum up our learning by analyzing topics in some pretty tough questions in Physics, and the final question was to put it all together and list a real-world example. I thought this was clever.
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Early in my career, I also was asked to shadow students (when we were choosing schools for a funded project) and it was definitely one of the most eye-opening experiences I've had. I could not believe how resentful and angry I felt at the end of the day and I think of myself as someone who just loves to learn, but I did so little of it in most of the classes. After the experience, I was no longer surprised that students struggle to stay focused, and I redoubled my efforts to help support teaching and learning experiences that actively engage learners in building understanding. Highly recommend this experience for any teacher, coach or administrator.
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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
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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.
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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.
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Teachers work hard
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Yes, they do work hard, but is it productive and best for student learning to be doing everything while students are passive? Why not make the kids do the heavy lifting so it is best for them?
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shared by Jean Potter on 24 Sep 10
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NSTA Learning Center - 46 views
learningcenter.nsta.org/default.aspx
science biology chemistry professionaldevelopment activities physics middleschool elementary
shared by Jean Potter on 24 Sep 10
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professional development and student activities for a variety of science topics - if you need a refresher before teaching this is a good resource. Also lots of simulations are available. Requires sign in but does not require NSTA membership and many are free. Can save to My Library
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shared by Melissa Enderle on 04 Nov 10
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Activities | The Concord Consortium - 75 views
www.concord.org/activities
Science Earth Biology Simulations Chemistry Animations Activities Physics
shared by Melissa Enderle on 04 Nov 10
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Interactives for science and math. Open Source and downloadable. Search by grade level or subject. For Elementary through Higher Education. -
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More Classroom Tips for Teachers of ADD ADHD Students | ADD ADHD Information Library - 0 views
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Home › Parenting ADHD Children More Classroom Tips for Teachers of ADD ADHD Students in Parenting ADHD Children ADHD Checklist for Classroom Teachers Physical Arrangement of Room: Use rows for seating arrangements. Avoid tables with groups of students, for this maximizes interpersonal distractions for the ADHD child. Where possible, it may be ideal to provide several tables for group projects and traditional rows for independent work. Some teachers report that arranging desks in a horseshoe shape promotes appropriate discussion while permitting independent work.
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seated near the teacher, as close as possible without being punitive.
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away from both the hallway and windows to minimize auditory and visual distractions
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portion of the room free of obvious visual and auditory distractions
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desk dividers
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as a "privilege"
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appropriate peer models next to ADHD child. Stand near the student when giving directions or presenting the lesson. Use the student's worksheet as an example.
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Provide an outline, key concepts or vocabulary prior to lesson presentation.
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variety of activities during each lesson
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multisensory presentation
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lessons brief o
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involve the student during the lesson presentation.
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instructional aid who is to write key words or ideas on the board
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Encourage the students to develop mental images of the concepts or information being presented. Ask them about their images to be sure they are visualizing the key material to be learned. Allow the students to make frequent responses throughout the lesson by using choral responding, frequently calling on many individuals, having the class respond with hand signals. Employ role-playing activities to act out key concepts, historical events, etc.
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computer assisted instruction
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self-correcting materials
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cooperative learning
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specific role or piece of information that must be shared with the group.
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game-like activities
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Use the student's name in your lesson presentation. Write personal notes to the student about key elements of the lesson.
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Let ADHD students share recently learned concepts with struggling peer
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use colored chalk to emphasize key words or information.
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Educational Leadership:Closing Opportunity Gaps:The Myth of Pink and Blue Brains - 36 views
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Few other clear-cut differences between boys' and girls' neural structures, brain activity, or neurochemistry have thus far emerged, even for something as obviously different as self-regulation.
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Our actual ability differences are quite small. Although psychologists can measure statistically significant distinctions between large groups of men and women or boys and girls, there is much more overlap in the academic and even social-emotional abilities of the genders than there are differences (Hyde, 2005). To put it another way, the range of performance within each gender is wider than the difference between the average boy and girl.
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epigenetic
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Baby boys are modestly more physically active than girls (Campbell & Eaton, 1999). Toddler girls talk one month earlier, on average, than boys (Fenson et al., 1994). Boys appear more spatially aware (Quinn & Liben, 2008).
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Avoid stereotyping
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Appreciate the range of intelligences
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Strengthen spatial awareness
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Engage boys with the word
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Recruit boys into nonathletic extracurricular activities
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Bring more men into the classroom
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Treat teacher bias seriously
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PhET: Free online physics, chemistry, biology, earth science and math simulations - 5 views
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Paige - Closing Argument - 0 views
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Freeman wrote in the research article
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Nice job coming back to Freeman. I would like to have seen more of this back-and-forth between the authors.
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Mark Fenton expressed in the article “Battling America’s Epidemic of Physical Inactivity: Building More Walkable, Livable Communities” many different things we can do to help the obesity problem in America. Fenton states, “We must create environments in which physical activity becomes a routine part of the day for more Americans.” By creating a more pedestrian friendly atmosphere it will encourage people to walk or bicycle to their destination instead of always using their automobiles. I agree with what Fenton is trying to explain within in his research. Children learn by the examples that are being set around them. If they see everyone driving in their cars every where they go the only thing they have in their heads is, “I can’t wait until i can drive.” Instead of realizing they can go the same exact distance on their bike and be much more healthy than if they were driving a car. Fenton expresses, “We all must become role models by walking and cycling whenever possible and inviting others to do so with us.” People don’t like feeling abnormal; they want to do what other people are doing around them. Which is a very true assumption on Fentons part, we must become the role models for the youth around us. We set the standards of what is acceptable and what isn’t. We need to change the “norms” while it’s still possible and contribute to reversing the obesity problem
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Great job here dealing with your source material. You quote, come-to-terms, reflect on the material you've introduced, and offer your own position. Then you come back to another quote by Fenton, and do much of the same. Excellent!
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Kentucky Department of Education : Attributes of a Standards Based Unit of Study - 0 views
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Proposes essential questions that address selected content strands, promote students' thinking, result in active application of learning, and draw attention to the relevance of learning in students' lives
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Contains authentic assessments that include appropriate writing tasks (i.e., open response, on-demand, and portfolio-appropriate writing tasks) that reflect the identified content and performance standards and essential questions
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eal-world understanding and lifelong application of learning incl
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inquiry and problem-based learning activities a
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creative thinker, problem-solver/generator,
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academic/physical/social/emotional needs
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culturally relevant resources
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ifferent cultural perspectives
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technology
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variety of assessment options
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shared by trisha_poole on 05 Sep 12
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The Sad Reality Of Education Technology | Edudemic - 100 views
edudemic.com/...eality-of-education-technology
phd edtech technology social learning social networking social media EML515
shared by trisha_poole on 05 Sep 12
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This technological revolution is different; it has the potential to fundamentally change the way we teach and the way students learn.
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The sad reality is that most schools still believe that they are “teaching with technology” because they have a computer lab where they teach students important skills like word processing and how to create Power Point presentations.
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we need to teach them how to find information and more importantly what to do with the information that they find
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It’s no longer about who has the most information in their heads, it’s about who can find that information the fastest and who can do something with the information that they find.
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The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn.
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This model is fundamentally flawed because it teaches our students to be passive participants in the learning process.
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With the advent of personal technology devices, we have the best opportunity of our careers to help students become more active participants in the learning process.
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I actually think this is way over-hyped. A textbook is a great source of information, the web is a great source of information. Unless you can comprehend what is being said the method of delivery of the information is not very important. As was mentioned above - being able to do something with the information has always been the important point. There are times when I am sure that we could do better with a piece of chalk at the blackboard - I learn a lot from making demos in Mathematica and using PHET active java apps for chemistry and physics - the students enjoy them, but how much do they learn? There is plenty of evidence that until you sit down and work out the problems in a course you haven't learned much. I suspect much of this is driven by the prospect of sales of electronics - there is nothing you can do on a tablet that you shouldn't be able to do on a laptop. Especially with Win 8 coming and laptops with touch screens....
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Science NetLinks - 88 views
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Great lesson plans and interactive animations/activities on many different science subjects
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Electric Circuits - 76 views
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A good interactive resource with information and activities about making electrical circuits. http://ictmagic.wikispaces.com/science
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Freezeray - 162 views
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This site offers a growing bank of imaginative, highly visual teaching-aids developed for use with interactive whiteboards. The resources are designed to be used as rich sources of visually stimulating material, making use of both animations and drag and drop interactivity. One example: Try Biology. There are some drag and drop labeling activities for the IWB.
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Science Monster - 8 views
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A beautifully made science site with pages of colourful facts and activities on topics across the science curriculum. http://ictmagic.wikispaces.com/Science
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DOLORES GENDE: PHYSICS TUTORIALS - 56 views
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A very extensive site with resources from Honors to AP. Ms. Gende is an active teacher and has LOTS of resources here!
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shared by Steve Ransom on 14 May 12
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The fantasies driving school reform: A primer for education graduates - The Answer Shee... - 5 views
www.washingtonpost.com/...gIQA5vwzLU_blog.html
education reform poverty teachers gr8 speech research black minority poor
shared by Steve Ransom on 14 May 12
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Richard Rothstein
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In truth, this conventional view relies upon imaginary facts.
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Let me repeat: black elementary school students today have better math skills than white students did only twenty years ago.
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As a result, we’ve wasted 15 years avoiding incremental improvement, and instead trying to upend a reasonably successful school system.
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But the reason it hasn’t narrowed is that your profession has done too good a job — you’ve improved white children’s performance as well, so the score gap persists, but at a higher level for all.
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Policymakers, pundits, and politicians ignore these gains; they conclude that you, educators, have been incompetent because the test score gap hasn’t much narrowed.
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If you believe public education deserves greater support, as I do, you will have to boast about your accomplishments, because voters are more likely to aid a successful institution than a collapsing one.
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In short, underemployment of parents is not only an economic crisis — it is an educational crisis. You cannot ignore it and be good educators.
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equally important educational goals — citizenship, character, appreciation of the arts and music, physical fitness and health, and knowledge of history, the sciences, and literature.
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If you have high expectations, your students can succeed regardless of parents’ economic circumstances. That is nonsense.
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health insurance; children are less likely to get routine and preventive care that middle class children take for granted
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If they can’t see because they don’t get glasses to correct vision difficulties, high expectations can’t teach them to read.
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Because education has become so politicized, with policy made by those with preconceptions of failure and little understanding of the educational process, you are entering a field that has become obsessed with evaluating only results that are easy to measure, rather than those that are most important. But as Albert Einstein once said, not everything that counts can be counted, and not everything that can be counted, counts.
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To be good educators, you must step up your activity not only in the classroom, but as citizens. You must speak up in the public arena, challenging those policymakers who will accuse you only of making excuses when you speak the truth that children who are hungry, mobile, and stressed, cannot learn as easily as those who are comfortable.
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An important read for anyone who truly wants to understand what's really important in education and the false reform strategies of our current (and past) administration.
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Wired Up: Tuned out | Scholastic.com - 0 views
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Compared to us, I believe their brains have developed differently," says Sheehy. "If we teach them the way we were taught, we're not serving them well."
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Whether their brains have developed differently or not, we still need to teach our students differently than we were taught. They are living in different times with different demands and expectations. If we teach to the demands and expectations of our childhood would not meet our students needs.
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children were much more likely to have connections between brain regions close together while older subjects were more likely to feature links between parts of the brain that are physically farther apart.
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"media multi-tasking."
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Recent reports from the Pew Internet and American Life Project show that 93 percent of youth ages 12 to 17 go online. Of those kids, 55 percent use social-networking sites (like Facebook and MySpace), and 64 percent are creating their own original content (such as blogs and wikis)
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Unlike watching television, using the Internet allows young people to take an active role; this move from consumption to participation affects the way they construct knowledge, develop their identity, and communicate with others.
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"It's a shift from how to memorize and retrieve data in one's mind to how to search for and evaluate information out in the world
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"Computers give you different ways to solve problems, the opportunity to run and test simulations, and a way to offload processing. . . . We need kids to think about problems in innovative and creative ways. We need to change the emphasis of education to focus on higher-order kinds of thinking."
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Even if we're duplicating a real-life scenario in a virtual environment, the fact that students are engaged with technology and performing through a semblance of anonymity lends itself to a deeper level of discourse.
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"If we fail to do so, our kids are going to look at what they're learning in schools and see that it is irrelevant to the future they see before them."
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Davis says today's teachers are seeking information when they need it instead of waiting for more formal professional development workshops.
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acob is your average American 11-year-old. He has a television and a Nintendo DS in his bedroom; his family also has two computers, a wireless Internet connection, and a PlayStation 3. His parents rely on e-mail, instant messaging, and Skype for daily communication, and they're avid users of Tivo and Netflix. Jacob has asked for a Wii for his upcoming birthday. His selling point? "Mom and Dad, we can use the Wii Fit and race Mario Karts together!"