research sharing. Each class has their own private group, and we have one group for all our classes.
And I belong to several groups, including Classroom 20, Diigo in Education , and EdTechTalk. I’ve created a group for the Teacher Challenges, called “ebchallenge” if you decide to join Diigo. That way, our new PLN we are building can share resources with each other.
certain topics, specific tools (like Google Apps).
Now that I’ve got you thinking, Diigo has a free and premium version — and teachers should apply for the education version. My language arts students use Diigo for research, note-taking, and writing feedback and
t that is just for Tools — Animoto, Wallwish, etc. I also may put how-to pages there, or in my How-To List. I have lists for lessons,
Comment in the webpage using the Sticky Note feature and in the description box about what you learned when you click bookmark.
Save.
This is a fantastic web 2.0 tool. Upload images and annotate. You can other embed media inside the annotations. Annotations pop up as you click or hover over the objects you add. You can embed the annotated image into webpage or blog. This could be a useful tool for teachers and students. Lots of scope for creativity with layers etc. You can share to a group and set editing permissions for public or restricted people/groups for collaboration purposes.
they need to have a "growth mindset" — the belief that success comes from effort — and not a "fixed mindset" — the notion that people succeed because they are born with a "gift" of intelligence or talent.
ducators say they see it all the time: Kids with fixed mindsets who think they just don't have the "gift" don't bother applying themselves. Conversely, kids with fixed mindsets who were always told they were "gifted" and skated through school tend to crumble when they hit their first challenge; rather than risk looking like a loser, they just quit.
We don't use the word 'gifted' — ever," Giamportone says. "In our school, you will never hear it." " 'Smart' is like a curse," adds social studies teacher June Davenport.
Instead, the school is plastered with signs and handmade posters promoting a "growth mindset."
The focus is always more on putting out effort than on getting the right answers. Teachers have been trained to change the way they see students, and how they speak to them.
praise students for their focus and determination.
"If I was an outsider and I was hearing this conversation, I might think that this was some kind of hippie-dippy love fest," concedes the teacher, Nathan Cearley. "But what you see is actually a more rigorous and risky learning environment."
In three years, Cearley says, he's seen kids grow less afraid of making mistakes, and more willing to ask for help. Test scores at Lenox have jumped 10 to 15 points.
The number of schools using Brainology is expected to double this year, from 500 to 1,000.
A limited intervention, she says, if not consistently reinforced in and out of school, can only have limited results. "We don't know whether we've had any effect — the jury's out," says Duckworth. "It just seems to me extremely implausible that that's going to permanently and impressively change a child."
"Grit as a goal seems to be multiply flawed and very disturbing," says education writer Alfie Kohn. For starters, he says, "the benefits of failure are vastly overstated, and the assumption that kids will pick themselves up and try even harder next time, darn it — that's wishful thinking."
if there's a problem with how kids are learning, the onus should be on schools to get better at how they teach — not on kids to get better at enduring more of the same.
Yes, but once again this is not an either/or situation.
I don't think people can become truly gritty and great at things they don't love," Duckworth says. "So when we try to develop grit in kids, we also need to find and help them cultivate their passions. That's as much a part of the equation here as the hard work and the persistence."
But now, three years into the growth-mindset training at Lenox Academy, Blaze says, she believes "you can teach old dogs new tricks."
Does Teaching Kids To Get 'Gritty' Help Them Get Ahead?
After years of focusing on the theory known as "multiple intelligences" and trying to teach kids in their own style, Hoerr says he's now pulling kids out of their comfort zones intentionally.
Critical thinking has long been regarded as the essential skill for success, but it’s not enough, says Dr. Puccio. Creativity moves beyond mere synthesis and evaluation and is, he says, “the higher order skill.”
Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.
“Examine what in the culture is preventing you from creating something new or different. And what is it like to look like a fool because a lot of things won’t work out and you will look foolish? So how do you handle that?”
an interdisciplinary graduate certificate in creativity and innovation
When collaborating on a document, it can be tough to manage the editing process. Track Changes Basic gives you the control you need. You can selectively accept the edits you like, and discard the ones you don't.
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
uture is not
out there to be "discovered": It has to be invented and designed.
Learning is a process of knowledge construction, not of knowledge
recording or absorption.
Learning is knowledge-dependent; people use their
existing knowledge to construct new knowledge.
Learning is highly tuned to the situation in which
it takes place.
Learning needs to account for distributed cognition
requiring knowledge in the head to combined with knowledge in the world.
Learning is affected as much by motivational issues
as by cognitive issues.
previous
notions of a divided lifetime-education followed by work-are no longer
tenable.
Professional activity has become so
knowledge-intensive and fluid in content that learning has become an integral
and inseparable part of "adult" work activities.
require educational tools
and environments whose primary aim is to help cultivate the desire to
learn and create, and not to simply communicate subject matter divorced
from meaningful and personalized activity.
information technologies have been
used to mechanize old ways of doing business‹rather than fundamentally
rethinking the underlying work processes and promoting new ways to create
artifacts and knowledge.
current
uses of technology in education: it is used as an add-on to existing practices
rather than a catalyst for fundamentally rethinking what education should
be about in the next century
important challenge
is that the ?ld basic skillsº such as reading, writing, and arithmetic,
once acquired, were relevant for the duration of a human life; modern
?asic skillsº (tied to rapidly changing technologies) will change over
time.
We need computational environments to support "new" frameworks
for education such as lifelong learning, integration of working and learning,
learning on demand, authentic problems, self-directed learning, information
contextualized to the task at hand, (intrinsic) motivation, collaborative
learning, and organizational learning.
Instructionist approaches are not changed by the fact that
information is disseminated by an intelligent tutoring system.
technology should provide ways to "say the 'right' thing at
the 'right' time in the 'right' way
ubstantial empirical evidence that the chief impediments to learning
are not cognitive. It is not that students cannot learn; it is that
they are not well motivated to learn.
Most of what any individual "knows" today
is not in her or his head, but is out in the world (e.g., in other human
heads or embedded in media).
Lifelong learning is a continuous engagement in acquiring
and applying knowledge and skills in the context of authentic, self-directed
problems.
challenge of whether
we can create learning environments in which learners work hard, not because
they have to, but because they want to. We need to alter the perception
that serious learning has to be unpleasant rather than personally meaningful,
empowering, engaging, and even fun.
making information relevant to the task at hand,
providing challenges matched to current skills, creating communities (among
peers, over the net), and providing access to real practitioners and experts.
What "basic skills" are required in a world in which
occupational knowledge and skills become obsolete in years rather than
decades?
problem solving in the real world
includes problem framing calls into question the practice of asking
students to solve mostly given problems.
How can schools (which currently rely on closed-book
exams, the solving of given problems, and so forth) be changed so that
learners are prepared to function in environments requiring collaboration,
creativity, problem framing, and distributed cognition?
reduce the gap between school
and workplace learning
teachers should see themselves not as truth-tellers
and oracles, but as coaches, facilitators, learners, and mentors
engaging with learners
This is a presentation creating app for iPads. Enter a few titles and pieces of text and the app finds stunning images for you to choose from to add to your slides. The finished creations use html and can be viewed on most web enabled computers, tablets and mobiles.
http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
"http://youtu.be/evFN1m82JiY" Using doctopus and goobric to grade student work and increase communication with them about their work. Must be using google docs for student submissions and chrome browser.
Add multiple tags, comments, messages, links and more to photos and then share with everyone. Great for giving homework instructions or providing resources for a project.
http://ictmagic.wikispaces.com/Photos+%26+Images
"Whatever schools decide to do, games will continue teaching the players. What schools miss is the chance for reflections to make that learning more explicit."
This Now/Not Now worldview causes great frustration for the child, his teachers, and his parents, and must be seriously considered when designing activities and approaches for motivating the child with ADD.
respond more positively to a curriculum that allows him choices and options. He will also be more likely to participate actively in tasks when there is a degree of creativity and novelty
the presentation should be creative, colorful, multimodal, and enjoyable.
pervasive and complex disorder that impacts nearly all of the child's activities and interactions.
The child's impulsivity ("Ready, fire, aim!") can present serious safety concerns; his distractibility makes it extraordinarily difficult for him to understand and follow instructions; his memory difficulties make even rote learning troublesome; his executive processing problems (ability to plan and prioritize) present great challenges when he attempts to plan simple daily activities; his organizational deficiencies cause him tremendous problems with homework, household tasks, and long-term projects.
two most important words when dealing with these special children: "support" and "challenge."
The adult should continually challenge the child by presenting him with activities designed to improve his behavior and his learning, while simultaneously providing him with the support that he requires to meet these goals. Support without challenge is meaningless. Challenge without support is equally ineffective.
Among the specific teaching strategies that may foster the child's motivation are:
This is a truly amazing iPad app and 'soon to be launched' download for PCs which replaces a whole TV crew and studio. Capture your video and audio use like adjusting the sound levels, an in-build teleprompter and green screen effects to make spectacular footage. Edit your video directly in the app and add images, websites and Twitter feed as cutaways sections of the screen. You can publish online and export to YouTube. Download the app at https://itunes.apple.com/us/app/touchcast/id603258418http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
Three Elements of Great Communication, According to Aristotle
by Scott Edinger | 9:00 AM January 17,
2013
Comments (78)
In my nearly 20 years of work in organization development, I've never heard
anyone say that a leader communicated too much or too well. On the contrary, the
most common improvement suggestion I've seen offered up on the thousands of 360
evaluations I've reviewed over the years is that it would be better if the
subject in question learned to communicate more effectively.
What makes someone a good communicator? There's no mystery here, not since Aristotle identified the three critical elements —
ethos, pathos, and logos. — thousands of years ago.
Ethos is essentially your credibility — that is, the reason people should
believe what you're saying. In writing this blog I made an effort to demonstrate
my ethos in the introduction, and here I'll just add that I have a degree in
communication studies (emphasis in rhetoric for those who want the details) for
good measure. In some cases, ethos comes merely from your rank within an
organization. More commonly, though, today's leaders build ethos most