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Nadjib Aktouf

NZ Interface Magazine | Eight habits of highly effective 21st century teachers - 7 views

www.nz-interface.co.nz/articles.cfm

teaching 21stCentury habits 21stcenturylearning 21stcenturyteacher teachers 21stCenturyskills education

shared by Nadjib Aktouf on 08 May 09 - Cached
  • 4. Taking risksThere’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students.
    • jordyn bibiloni
      jordyn bibiloni on 08 May 09
       
      I see this so much in those teachers who are afraid to miss a day of class if something doesn't work as planned. Years go by, and all those neat lessons they'd like to do, remain untried. Teachers end up disappointed they weren't able to update their teachings, and students are disappointed with the redundant, "safe" lessons.
    • John Evans
      John Evans on 09 May 09
       
      We all need to take little risks each day in how we teach. Reach out try something new, how else will we grow in our practice. Darren Kuropatwa says it best in his Awakening Posibilities Presentation: 5 Minutes to Make a Difference - http://lwictpln2009.wikispaces.com/Professional+Learning "No such thing as Best Practice, it's all Beta practice!" John Evans
  • jordyn bibiloni on 08 May 09
     
    8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
  • John Evans on 09 May 09
     
    8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
maureen greenbaum

BetaKit » Is Adaptive Learning the Future of Education? - 2 views

betakit.com/...arning-the-future-of-education

shared by maureen greenbaum on 21 May 12 - No Cached
  • adaptive learning will adjust every question based on a student’s previous answer.
  • Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.
  • The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.
  • ...7 more annotations...
  • ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.
  • The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early
  • “The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”
  • Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.
  • The students also have their own dashboard to see recommended content.
  • Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.
  • students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.
  • maureen greenbaum on 21 May 12
     
    "The professors are much better prepared for a single class so that they can give much more individualized instruction," Lui said. "The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You're not teaching to the mean or bottom quartile."
Frederick Eberhardt

Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views

www.edutopia.org/uiry-project-learning-research

Collaborative Learning Powerful Student as Researcher

shared by Frederick Eberhardt on 03 Oct 09 - Cached
  • In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
  • students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
  • developing inquiring minds
  • ...10 more annotations...
  • Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
  • design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
  • When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Absolutely true. I discovered this when I used inquiry-based methods with my students in Qatar who were used to rote learning. They truly did not know where to start. They first needed to learn *how* to be inquisitive.
  • Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
  • All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
  • groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
  • In successful group learning, teachers pay careful attention to the work process and interaction among students.
  • "It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
  • She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
    • Adrienne Michetti
      Adrienne Michetti on 03 Oct 09
       
      Interesting... worth checking out.
  • They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Adrienne Michetti on 03 Oct 09
     
    A scholarly article with tremendous real-world practical implications and suggestions. Love this.
  • Frederick Eberhardt on 06 Oct 11
     
    Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
Jessica Limmer

A Step-by-Step Guide to the Best Projects | Edutopia - 95 views

www.edutopia.org/-learning-best-practices-guide

shared by Jessica Limmer on 09 Jun 15 - No Cached
    • Jessica Limmer
      Jessica Limmer on 09 Jun 15
       
      Love the connection to history/social studies. How can I do this?
  • Jessica Limmer on 09 Jun 15
     
    State standards are laid out in the rubric, and students should be able to tell you which ones they're covering in any given project.
Jonathan Wylie

The 5 Best Online Brain Training Sites for Schools - 219 views

www.brighthub.com/...106947.aspx

shared by Jonathan Wylie on 17 Feb 11 - No Cached
  • Jonathan Wylie on 17 Feb 11
     
    Brain training games are a great way to promote higher level thinking skills in students, but finding the right activities to practice these skills can be difficult. Here are 5 of the best.
Siri Anderson

St. Kate's Ask the Expert Presents: - Tackk - 18 views

tackk.com/wpsrht

gender STEM webinar TPT Kate

shared by Siri Anderson on 07 Jan 13 - No Cached
  • Siri Anderson on 07 Jan 13
     
    Free CEU online opportunity to learn about best practices for success with girls in STEM disciplines.
David Hochheiser

The union wants an evaluation deal  - NY Daily News - 1 views

www.nydailynews.com/...luation-deal-article-1.1246155

shared by David Hochheiser on 24 Jan 13 - No Cached
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      This shouldn't be an issue, but I don't like the word "sunset" either in that it implies a need to start over, from scratch.  Perhaps it should be stated that certain pieces will be reviewed and re-considered for a formal signing again in 2 years, after evidence is presented.
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      This is posturing and politics on both sides.  Get over yourselves. 
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      Are teachers really "waiting to receive a curriculum from the DOE"?  That seems ridiculous.  Aren't we all working on improving the work we already do and infusing the CCSS into our learning objectives?  Has there ever really been a full curriculum handed to teachers?
  • ...8 more annotations...
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      The state tests are getting more difficult this year? Yet to be seen.
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      The union should come up with a better system for this.  Even if there are tough principals to work for, this is a problem.  
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      This writing ought to have been edited by Mulgrew and the paper.
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      Framework of best practices???  What's that going to look like?  Different from UDL?
    • David Hochheiser
      David Hochheiser on 24 Jan 13
       
      It is insincere of you to take none of the responsibility for this.  Seriously...the union's innocent?  Where is your concession?  
  • w evaluation system for every district in the state, pointed out that hundreds of other districts have precisely these provisions, and that such provisions do not prevent the districts from getting rid of teachers who don’t measure up
  • put on the table a two-year “sunset” provision that would have negated the effects of the evaluation process
  • We are now working on a framework of best practices that the Education Department can use as part of the training system it must outline to King by Feb. 15 if it wants to avoid the loss of even more state and federal funds.
  • But if we are going to be successful, we will need people on the other side of the table who are interested in creating a system that will truly help teachers improve, not in leaving a legacy of blame.
Wayne Holly

Best Practices: Tips for Improving Your Online Courses in 2013 - 77 views

www.moodlerooms.com/...oving-your-online-courses-2013

moodle joule

shared by Wayne Holly on 21 Jun 13 - No Cached
  • Wayne Holly on 21 Jun 13
     
    For Joule/Moodle Rooms users.
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
      anonymous on 14 Dec 16
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
      anonymous on 14 Dec 16
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
      anonymous on 14 Dec 16
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
      anonymous on 14 Dec 16
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
      anonymous on 14 Dec 16
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
      anonymous on 14 Dec 16
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Nathan Dybvig

Best Practices | Teachinghistory.org - 73 views

teachinghistory.org/best-practices

shared by Nathan Dybvig on 13 Nov 15 - Cached
  • Nathan Dybvig on 13 Nov 15
     
    GEt ready for Thanksgiving!
Wayne Holly

3 Easy Methods to Create eLearning Videos - eLearning Industry - 121 views

elearningindustry.com/ethods-create-elearning-videos

resources tools

shared by Wayne Holly on 12 Sep 14 - No Cached
techteachmatt liked it
  • Wayne Holly on 12 Sep 14
     
    Video is becoming one of the most popular eLearning formats, yet many instructors aren't sure where to begin. Luckily, creating video has never been easier! This article describes best practices in video learning and 3 easy methods for anyone to get started.
debbieskeil

Best Practices For Setting Up Effective Trello Boards - Trello Blog - 62 views

blog.trello.com/trello-board-best-practices

trello list project management teamwork

shared by debbieskeil on 15 Feb 16 - No Cached
  • debbieskeil on 15 Feb 16
     
    Some pointers on how to use trello lists
Glenn Hervieux

Weekly Google Classroom tips - 61 views

goo.gl/ErJBbG

Google Classroom google gsuiteedu

shared by Glenn Hervieux on 31 Jan 17 - No Cached
  • Glenn Hervieux on 31 Jan 17
     
    Check out the weekly Google Classroom tips - best practices by teachers like you.
Martin Burrett

3 steps to raising academic attainment through your school library by @Elizabethutch - 30 views

ukedchat.com/...chool-library-by-elizabethutch

library learning attainment

shared by Martin Burrett on 17 Dec 16 - No Cached
  • Martin Burrett on 17 Dec 16
     
    "I have created several posts recently about how Headteachers/Principals, teachers and librarians can work together in order to make a difference to academic attainment. If we are to effect change I do believe it has to come from the top. There are, however, many teachers out there that have never worked alongside a school librarian and have no idea what we can do for them or their students and we need to find a way to change this ourselves too. Which teacher would say no to free help and resources within their classrooms? Not many, I'm sure, so this has to be down to a lack of knowledge and understanding of what we do and this is where we can all do something. So whilst working towards change at the top, librarians need to find a way to start collaborating with those who never use the library and encouraging those who are already working with us to start sharing their best practice."
anonymous

Project-Based Learning: Success Start to Finish | Edutopia - 10 views

www.edutopia.org/-based-learning-best-practices

shared by anonymous on 25 May 12 - No Cached
  • anonymous on 25 May 12
     
    Project Based Learning - best practices
Marc Patton

Teaching Reading | Scholastic.com - 0 views

teacher.scholastic.com/reading

Teacher_Resources Teaching_Ideas Language_Arts RTI

shared by Marc Patton on 29 Jun 12 - No Cached
  • Marc Patton on 29 Jun 12
     
    best practices for teaching and assessing literature
Marc Patton

Ohio Resource Center - 1 views

ohiorc.org

Teacher_Resources Language_Arts Mathematics Social_Studies Science

shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    ORC enhances teaching and learning by promoting standards-based best practices in mathematics, science, and reading for Ohio schools and universities.
Jennifer Cecil

Educational Technology and Mobile Learning: The 33 Digital Skills Every 21st Century Te... - 147 views

www.educatorstechnology.com/...skills-every-21st-century.html

digital technology web2.0

shared by Jennifer Cecil on 12 Jul 12 - No Cached
  • Jennifer Cecil on 12 Jul 12
     
    "Practical tips and tutorials about using web2.0 tools and mobile apps in education .The best free web, adnroid, smartphone,iPhone, and samsung applications to help you better enhance your mobile learning."
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