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11.13.12 Twitter chat about Curation in Education

Step 1 of Training Educators in technology http://t.co/9m3u6yzTrl #cpchat #edchat Step 1 of Training Educators in technology http://t.co/9m3u6yzTrl #k12 #schools

Work That Matters http://t.co/Sjb2vZsWaj Inspired by @AngelaMaiers :) Get your kids work OUT of the bottom of their BACKPACKS! :) #edchat

We already know this, so share with someone who doesn't yet know it!

Personal learning networks: Advice from the trenches by Tom Murray http://t.co/SDa8N51uw8 via @SBEducation #Edchat

Use of student blogs as portfolios of growth and reflection - very powerful!

Great resource for teachers wanting to use Twitter.

The 21st Century is now. David Jakes on getting with the times and creating the kinds of digital learning spaces our students need and deserve. 

Interesting read on teacher education reform. I'm not sure if I agree with everything, but the author makes some great points and had some strong suggestions to aid reform.

Article on the distinction between "doing projects" and project-based learning.

Project Based Learning

Good new post by Andrew Miller on PBL vs. projects, and other myths

Educational Leadership in the Digital Age: Tips for being a more connected school leader http://t.co/G3IigZEQlN #plpnetwork #edchat #pdchat

Gr6-12 "If students could develop their school's curriculum this is what it would look like. Find lessons that teach core academic subjects through popular culture including Math, Science, English, History and many more!"

1. OWNERSHIP is key. For this project, the students were not listening to me on why Twain was or was not a racist, they were showing me and the rest of class what they thought. They were invested in winning their argument. They knew that their work was going to determine if he was guilty or not. Although I gave the assignment, the students were in charge the rest of the way. It was their project and they wanted to do it win. When students feel they own what they are doing, they will work harder. When the audience is larger, they want to impress everyone. These are not crazy ideas, they are the results of owning the work they are doing. OWNERSHIP is a major factor in the value of PBL. 2. CREATIVITY is the another major part of the PBL and is closely linked with OWNERSHIP. Students were allowed to be creative in their work as a lawyer or witness. Witnesses needed to stay within character, but could add their own elements on the witness stand. Allowing the students to create gives them a bigger sense of OWNERSHIP. 3. Another part of the PBL is the COLLABORATION. Students were working with each other trying to decide the best plan of attack. Witnesses would meet with their lawyers and discuss how the questions they were going to ask and how they should dress. The Jury worked on group projects researching the previous public opinions on Twain and his writing. Students were sharing ideas freely with one another. I had three sections of American Lit at the time, so I had three trails running. Lawyers would help others in the other classes and trash talk the opposing lawyers as well. It was all in good fun, but the collaboration had students working hard with one another to accomplish this goal. 4. Depending on how you set up your project, CRITICAL THINKING, is also an important part of PBL. With my Twain Trail, students needed to think about both sides of the argument. Students needed to prepare their witnesses for potential cross-examination questions. They needed to

Engagement must be deliberately designed to improve student learning. This article talks specifically about technology, but I would challenge people to apply to any effort to "engage" learners.