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Mrs. Lail2

Success is a Four Letter Word - 37 views

www.swprn.com/...uccess-is-a-four-letter-word-2

education teaching

shared by Mrs. Lail2 on 04 Nov 12 - No Cached
  • it turns out that the one thing present in every successful person is one consistent trait. It’s not a person’s education or lack of it, or their IQ, their upbringing, their financial abundance or lack, their test scores, their birth order or their gender. It’s one odd, rarely mentioned quality: Grit.
  • But grit is more than just an attitude. It’s about the actions we take when faced with doubt and obstacles. In 2006, Drs. Angela Duckworth and Martin Seligman discovered that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement.
  • A clear goal Determination despite others’ doubts Self-confidence about figuring things out Humility about knowing it doesn’t come easy Persistence despite fear Patience to handle the small obstacles that obscure the path A code of ethics to live by Flexibility in the face of roadblocks A capacity for human connection and collaboration A recognition that accepting help does not equate to weakness A focus and appreciation of each step in the journey An appreciation of other people’s grit A loyalty that never sacrifices connections along the way An inner strength that helped propel them to their goal
  • ...1 more annotation...
  • “… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”
  • Mark Gleeson on 04 Nov 12
     
    And that word is grit
  • Mrs. Lail2 on 05 Nov 12
     
    Interesting article - I need to track down the original research! 
Matt Claxon

Moving beyond technology in designing online learning - 70 views

www.tonybates.ca/...y-in-designing-online-learning

effective teaching screencast designing online learning

shared by Matt Claxon on 09 Feb 15 - No Cached
  • Some loved them, some hated them, and few were indifferent.
    • Matt Claxon
      Matt Claxon on 09 Feb 15
       
      This is just like my students with the screencasts.  Look for a way to give the TV-haters more options and relevant learning media.
  • At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
  • different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
  • ...7 more annotations...
  • Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
  • many media are better than one.
  • The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
  • technology on its own does not lead to the transfer of meaning.
  • This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
  • Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
  • it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
  • Matt Claxon on 09 Feb 15
     
    Defines the difference between technology and media and provides information (based on academic experience) about how to most effectively create online lessons and media.
donnawesley

Gray, T. (2014). Enabling e-Learning: Professional learning community. Personal Blog. - 17 views

www.vln.school.nz/...862137

PD

shared by donnawesley on 20 Jun 14 - No Cached
  • donnawesley on 20 Jun 14
     
    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
  • donnawesley on 20 Jun 14
     
    This item will be referenced in my paper, but is not a part of the 3 item diigo annotated bibliography. This professional learning community blog discusses how PLC's and Communities of Practice can enable e-Learning community members to engage more with each other, to help define/discuss/debate e-learning theory, pedagogy and practice.
Liane St. Laurent

OPINION: How to Move PD Forward | EdSurge News - 36 views

www.edsurge.com/...opinion-how-to-move-pd-forward

professional development

shared by Liane St. Laurent on 17 Dec 13 - No Cached
  • YouTube exists because of people’s desire to find, share and comment (right now) on what they see.
  • the greatest content management system the world has ever known, and the largest and easiest to search content repository in the history of human experience, is freely available to anyone with a connected device. It’s called the Internet.
  • What we need are new (and constantly evolving) technologies built specifically to allow educators to curate, create, share, and collaborate on the things that matter to them personally. If you want professional development, you need to let professionals develop.
Lisa Arcuri-Brosi

Disruptive Innovation | Christensen Institute - 43 views

www.christenseninstitute.org/...disruptive-innovation-2

shared by Lisa Arcuri-Brosi on 24 Jun 14 - No Cached
  • completely redefines the industry.
    • Lisa Arcuri-Brosi
      Lisa Arcuri-Brosi on 24 Jun 14
       
      Powerful!
  • lassic example is the personal computer. Prior to its introduction, mainframes and minicomputers were the prevailing products in the computing industry. At a minimum, they were priced around $200,000 and
Jon Tanner

Maine DOE - Center for Best Practice - 52 views

maine.gov/cbp

personalized learning personalized_learning personalizedlearning best practices maine doe

shared by Jon Tanner on 05 Nov 13 - No Cached
  • Jon Tanner on 05 Nov 13
     
    Shorts videos and case studies of education best practices from the Maine Department of Education.
Jon Tanner

The Aspen Institute - LEARNERS AT THE CENTER - Findings and Recommendations - 31 views

csreports.aspeninstitute.org/...s-Center-New-Learning-Networks

personalized learning pli tech edtech

shared by Jon Tanner on 08 Nov 14 - No Cached
  • Jon Tanner on 08 Nov 14
     
    Report from the Aspen Institute about policy changes and general philosophy changes needed in order to achieve student-centered learning, and the importance of technology to make this work.
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Sharin Tebo

Why Curiosity Enhances Learning | Edutopia - 40 views

www.edutopia.org/...nces-learning-marianne-stenger

thinking curiosity learning edutopia literacy inquiry

shared by Sharin Tebo on 11 Jan 15 - No Cached
  • It's no secret that curiosity makes learning more effective and enjoyable. Curious students not only ask questions, but also actively seek out the answers.
  • While it might be no big surprise that we're more likely to remember what we've learned when the subject matter intrigues us, it turns out that curiosity also helps us learn information we don't consider all that interesting or important. The researchers found that, once the subjects' curiosity had been piqued by the right question, they were better at learning and remembering completely unrelated information
  • if a student struggles with math, personalizing math problems to match their specific interests rather than using generic textbook questions could help them better remember how to go about solving similar math problems in the future.
  • ...1 more annotation...
  • there is no such thing as a dumb question, because as cognitive scientist Daniel Willingham notes in his book Why Don't Students Like School?, it's the question that stimulates curiosity -- being told the answer quells curiosity before it can even get going.
  • Sharin Tebo on 11 Jan 15
     
    Curiosity's role in Students' Learning
George Hess

Using Music to Close the Academic Gap - Lori Miller Kase - The Atlantic - 73 views

www.theatlantic.com/...280362

shared by George Hess on 13 Oct 13 - No Cached
  • George Hess on 13 Oct 13
     
    Why isn't music in the Common Core
  • Bob Calder on 14 Oct 13
     
    Research demonstrates that music doesn't help as such. The same effect can be got from any discipline where practice and persistence are important. The musical component can be duplicated with explicit phonemic instruction in a short time. You would be better off drawing because it is the only non-academic that has a direct academic relationship - with geometry. The evidence for that has to do with the above, plus junction recognition and visualization. The only thing I didn't touch on is openness to new experience which has a strong correlation to measured intelligence. That's a component of the arts in general.
  • George Hess on 15 Oct 13
     
    I'm aware of the studies and also of the garbage science like the "Mozart Effect." While they don't support the correlation, they are also not definitive. This appears to be a valid study and it is working. Whether the reasons are because they learn practice and persistence or something else is irrelevant, a correlation still exists. Maybe it's just that music is fun and the way we learn music--practice, reflect, refine, repeat--is a good model for learning in general. It's certainly better than standardized tests. Personally, I don't feel a need to justify music's existence by its value to other subjects. It represents some of humanity's greatest achievements. That should be enough.
Roland Gesthuizen

Why A Badge Is Better Than an A+ - Getting Smart by Alison Anderson - badges, EdTech, I... - 61 views

gettingsmart.com/...hy-a-badge-is-better-than-an-a

badge assessment blog

shared by Roland Gesthuizen on 08 Nov 12 - No Cached
  • A traditional “A-F” report card doesn’t inspire that type of insight for the students or the people they need to share it with in order to get into high school or college or get a job. A collection of badges from classroombadges.com would be much more like sharing a personal “yearbook” of academic accomplishments. I love that idea.
  • Roland Gesthuizen on 08 Nov 12
     
    "I admit this title makes a pretty bold statement for a society that pretty much uses the first five letters of the alphabet to define every child from about age 5 until adulthood. But, I am hearing more and more about the use of badges in the classroom, especially in conversations about gamification and self motivation."
  • Erin Crisp on 08 Nov 12
     
    I have been trying out some grading apps and am intrigued by ActivGrade because instead of being focused on a letter grade A-F, I could see students being more concerned with mastering a goal. Their "grade" is a color toward mastery of a standard. Red means I have a lot of work to do to master this, yellow means I'm making progress toward mastery and green means I've mastered this goal at this point. One grading algorithm to choose from in the app is a calculation which puts a 75% weight on the student's most recent assignment for a given concept. This means that as I get better at a skill, my most recent attempt at showing my mastery over the skill is worth more for my grade than my prior attempts. This seems like smart grading practice to me.
Maggie Tsai

Shout Out: Diigo Educator Accounts : Edumorphology - 9 views

www.edumorphology.com/?p=45

diigo education review

shared by Maggie Tsai on 27 Sep 08 - Cached
  • I personally think social bookmarking is one of the key areas of growth both on the internet as a whole and in education, and I’m really excited about Diigo’s product.  They’ve been trying out lots of new features and the offering has been getting more than robust.
Samantha Ellis

xQ|Questionnaire - 38 views

xq.franklincovey.com/...survey.php

shared by Samantha Ellis on 05 Mar 15 - No Cached
  • Samantha Ellis on 05 Mar 15
     
    Leadership Questionnaire about the school
  • Samantha Ellis on 05 Mar 15
     
    Leadership Questionnaire
Roland Gesthuizen

AASA :: Feature: Quality and Equity in Finnish Schools (Sahlberg) - 1 views

www.aasa.org/content.aspx

equity Finland school education testing performance teachertraining

shared by Roland Gesthuizen on 03 Sep 12 - No Cached
  • teachers and administrators had designed a curriculum that suggests this school invests heavily in ensuring all students have access to effective instruction and individualized help
  • Finland invests 30 times more funds in the professional development of teachers and administrators than in evaluating the performance of students and schools, including testing. In testing-intensive education systems, this ratio is the opposite, with the majority of funding going to evaluation and standardized testing
  • Finnish schools use two strategies to enhance equity in schooling: (1) school-based curricula that give teachers and administrators the power to define values, purpose and overall educational goals for their school; and (2) emphasis on and access to professional development to help schools reach these goals.
  • ...3 more annotations...
  • all children, regardless of family background or personal conditions, have a good school in their community. Because Finnish educators and policymakers believe schools can change the course of children’s lives, these schools must address the health, nutrition, well-being and happiness of all children in a systematic and equitable manner
  • research demonstrates that investing as early as possible in high-quality education for all students and directing additional resources toward the most disadvantaged students as early as possible produces the greatest positive effect on overall academic performance
  • Standardized testing that compares individuals to statistical averages, competition that leaves weaker students behind and merit-based pay for teachers jeopardize schools’ efforts to enhance equity. None of these factors exists in Finland
  • Roland Gesthuizen on 03 Sep 12
     
    "A Finnish education ambassador shares how his country's school system ensures all students have access to quality instruction, sans constant testing"
Sharin Tebo

Making the Most Out of Teacher Collaboration | Edutopia - 42 views

www.edutopia.org/...oration-strategies-ben-johnson

SDW PLC teacher collaboration teachers teacher collaboration Professional Development professionallearning

shared by Sharin Tebo on 02 Jul 15 - No Cached
  • Collaboration
  • collaborate
  • effective teacher collaboration
  • ...8 more annotations...
  • the attitude of professional privacy is not conducive to professional development
  • Build relationships Observe the best Ask questions Share Come prepared
  • preparation sparks much deeper conversation, more complete answers and better solutions. For informal collaborations, before I attempted to try out any new idea, I would ask one of my esteemed colleagues what they thought of it. In terms of assessments, the easiest way to improve the validity of the assessment is to have a colleague or group of colleagues review it.
  • develop a list of "how to" and "why for" questions regarding student data, instruction, discipline, etc.
  • bring my list of questions pertinent to the agenda in order to pick the groups' collective brain for answers.
  • one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.
  • teachers, when it comes to their performance in the classroom, tend to stick to themselves.
  • Personal Steps to Effective Collaboration
  • Sharin Tebo on 02 Jul 15
     
    Collaboration: Build relationships, observe the best, ask questions, share, come prepared
Benjamin Allen

Getting A Job Is Not The Purpose Of School - 41 views

www.teachthought.com/...ose-school-is-not-to-get-a-job

educational philosophy vocational training

shared by Benjamin Allen on 21 Mar 14 - No Cached
  • By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
  • the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
  • And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
  • ...7 more annotations...
  • The curse of social conditioning and norm-referencing here is also at play
  • Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
  • Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
  • If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
  • no matter what sort of values a family promotes, the learning process, by design, changes a person
  • Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
  • Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
Rafael Morales_Gamboa

Prometheus and the Pendulum: Why the University of Michigan Joined edX | The EvoLLLution - 15 views

evolllution.com/...versity-of-michigan-joined-edx

mooc

shared by Rafael Morales_Gamboa on 16 Dec 15 - No Cached
  • This first major wave of experimentation has revealed the magnitude of opportunity to transform lives and push the bounds of discovery
  • personalization at scale
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 16 Dec 15
       
      As commented by Stephen Downes in his talk in Mexico.
Jennifer Carey

My First Attempt at Employing Digital Storytelling in the Classroom « Indiana... - 175 views

indianajen.com/...-storytelling-in-the-classroom

digital storytelling classroom web2.0 technology resources history teaching learning tools

shared by Jennifer Carey on 17 Sep 11 - No Cached
  • Jennifer Carey on 17 Sep 11
     
    Would love colleagues' thoughts and input on this lesson!
  • ...1 more comment...
  • Irene Reynolds on 17 Sep 11
     
    Thank you, Jennifer, for sharing your process on digital storytelling. I teach middle school English and am not as tech-savvy as you, but I know the value of a well-planned multimedia project for students. I am inspired to plan out a similar project, now that I see how to do it. I like that they create a storyboard and script to emphasize the "meat" of their project and not the glitzy stuff. Their narrated videos are quite impressive. Your students are lucky to have you!
  • Jennifer Carey on 17 Sep 11
     
    Thanks Irene! The students did such an amazing job. You really don't have to be tech-saavy to employ this in your classroom. The software is already so user-friendly. The person who taught me how to do this was an English teacher - she would use it with poetry, so that students would have to emphasize emotion in their reading. Very effective!
  • bruce schwartz on 17 Sep 11
     
    Jennifer, this is wonderful! I love how you give your students choices of which app to use and how you place the onus on them to learn it and to troubleshoot on their own. This is something that I teach in my computer classes because students have to acquire and feel comfortable with that skill. Thanks!
Holley Staber

Building your PLN | Edublogs Teacher Challenges - 61 views

teacherchallenge.edublogs.org/creating-a-pln

PLN Technology

shared by Holley Staber on 11 Jan 16 - No Cached
  • Know it or not, you already have some sort of Personal Learning Network or PLN
  • Holley Staber on 11 Jan 16
     
    Ways to set up PLM
anonymous

New Tools - LibGuides at Springfield Township High School - 134 views

sdst.libguides.com/newtools

tools resources technology libguides library Guides

shared by anonymous on 28 Mar 11 - No Cached
  • Wayne Holly on 28 Mar 11
     
    Joyce Valenza and Kristen Swanson, have assembled a good collection of Web 2.0 tools and guides for teachers. The collection is part of STHS Library Guides. Their new tools catalog is organized by function (wikis, podcasting, etc) and topics related to technology use in schools (media literacy, fair use, privacy).  Applications for EducationIf you're the technology integration specialist or just the "techy" person that everyone goes to, the STHS Library New Tools is a good site to refer your colleagues to when they need a quick reference to learn about new tools.
  • Clint Heitz on 28 Mar 11
     
    This is a pretty decent collection of web tools and descriptions to pass along as references/resources of ed tech.
  • anonymous on 18 Jun 12
     
    An amazing array of resources for education: digital storytelling, copyright/creative commons, tag clouds, mindmapping, digital citizenship and more.  Take 10 minutes to peruse this - impressive collection. Looks current, too.
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