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Michele Brown

Cyberchase . FREE Lucky Star Game Show Application for SMART Board | PBS Kids - 2 views

pbskids.org/...whiteboard

smartboard math elementary game

shared by Michele Brown on 29 Oct 12 - No Cached
  • Michele Brown on 29 Oct 12
     
    Designed for grades 3-5, the CYBERCHASE Lucky Star game show challenges kids to compete for top scores while building important math skills. This easy-to-install application engages students using the hugely popular characters from CYBERCHASE 
Marc Patton

Digital Promise - Accelerating Innovation in Education - 39 views

www.digitalpromise.org

Teacher_Resources Online_Learning_Environments

shared by Marc Patton on 31 Oct 12 - Cached
  • Marc Patton on 31 Oct 12
     
    Digital Promise is a bipartisan independent 501(c)(3) nonprofit corporation authorized by Congress "to support a comprehensive research and development program to harness the increasing capacity of advanced information and digital technologies to improve all levels of learning and education, formal and informal, in order to provide Americans with the knowledge and skills needed to compete in the global economy."
Dan Bench

Dan Pink's Drive: A Scholarly Book Review - 20 views

edurolearning.com/drive-scholarly-review

shared by Dan Bench on 12 Jul 16 - No Cached
  • we have a responsibility to ensure that our students develop skills to perform heuristic tasks in order to compete in the job market.
  • According to SDT the three basic psychological needs for motivation are competence, where one feels effective and efficacious; relatedness, where one feels close and connected to others; and autonomy, where one feels causation and ownership of one’s behavior
  • Starkey (2011) suggests that creativity is the penultimate learning experience and that sharing the knowledge is the ultimate goal (p. 25), a concept supported by Siemen’s (2004) connectivism learning theory, where learning and knowledge rests on a number of opinions that when connected allows us to know more (2004).
  • ...2 more annotations...
  • Overall, promoting mastery through flow-friendly classrooms is certainly a reality and adds weight to the Motivation 3.0 model
  • So as Lent (2010) suggests, providing opportunities for students to be part of something larger than themselves is clearly a viable proposition where students pursue “purpose” goals that serve others as opposed to “profit” goals, such as good grades, that only serve themselves (Pink, 2011, p. 142).
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!
Sharin Tebo

DOK and Competency-Based Learning | Rethinking Learning - Barbara Bray - 51 views

barbarabray.net/...-and-competency-based-learning

dok MakingThinkingVisible

shared by Sharin Tebo on 30 Oct 14 - No Cached
  • DOK is NOT about... verbs. The verbs are a valuable guide, but they can sometimes be used at more than one level.
  • Level 1: Recall Level 2: Skill or Concept Level 3: Strategic Thinking Level 4: Extended Thinking
Elizabeth Resnick

Building Good Search Skills: What Students Need to Know| The Committed Sardine - 9 views

www.fluency21.com/blogpost.cfm

research search_skills

shared by Elizabeth Resnick on 17 Apr 12 - No Cached
  • “What do students really need to know about online search to do it well?”
  • Search competency is a form of literacy, like learning a language or subject.
  • inquiry,
  • ...7 more annotations...
  • literature review,
  • evidence-gathering,
  • build the evidence for new conclusions.
  • What students need to be competent at is identifying the kind of source they’re finding, decoding what types of evidence it can appropriately provide, and making an educated choice about whether it matches their task.
  • construct tighter or deeper searches
  • They have the technical skills to access Web pages, but also books, journal articles, and people as they move through their research process.
  • how to carry out excellent research online.
  • Elizabeth Resnick on 17 Apr 12
     
    the hallmarks of a good online search education
Doug Johnson

echo - 2 views

echo.newtechnetwork.org/?q=ntlp/resource/library/view/211251946/16201

PBL project planning planning tool echo Literacy

shared by Doug Johnson on 09 Aug 12 - No Cached
    • Doug Johnson
      Doug Johnson on 09 Aug 12
       
      Great resource for driving questions involving Literacy!
  • Problem-Solution [Insert optional driving question]  After researching/reading/viewing  ________ (informational texts) on ________ (content), write/ create ________ (authentic product) that identifies a problem ________ (content) and argues for a solution. Support your position with evidence from your research. L2 Be sure to examine competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. 
  • After researching genetically modified foods, write an editorial that argues your position on the use of genetic engineering in food production. Support your position with evidence from your research.  Be sure to acknowledge competing views.  Give examples from past or current events or issues to illustrate, clarify, and support your position.
  • Doug Johnson on 09 Aug 12
     
    "NTN Literacy Task Quick Reference"
Martin Burrett

Spellathon - 83 views

www.spellathon.net

spelling English charity Literacy

shared by Martin Burrett on 25 Nov 11 - No Cached
  • Martin Burrett on 25 Nov 11
     
    A superb site for a global spelling event where player can practise their spelling and compete against others from around the world. http://ictmagic.wikispaces.com/English
anonymous

7 Characteristics Of A Digitally Competent Teacher - 220 views

www.teachthought.com/...cs-digitally-competent-teacher

infographic

shared by anonymous on 13 Jun 14 - No Cached
  • We’ve mused in the past on the kinds of things teachers might be expected to do with technology in the classroom, what they should be able to do with an iPad (assuming they have iPads),
Sharin Tebo

How Do We Transform Our Schools? - Education Next : Education Next - 26 views

educationnext.org/ow-do-we-transform-our-schools

shared by Sharin Tebo on 07 Feb 15 - No Cached
  • And yet the machines have made hardly any impact.
    • Sharin Tebo
      Sharin Tebo on 07 Feb 15
       
      Why would they? It is PEOPLE, not programs or 'things' that make a difference!
  • An organization’s natural instinct is to cram the innovation into its existing operating model to sustain what it already does. This is the predictable course, the logical course—and the wrong course.
    • Sharin Tebo
      Sharin Tebo on 07 Feb 15
       
      This idea of 'nonconsumption' is exactly what the authors of Blended discuss. This is the opportune moment to disrupt and innovate. 
  • The way to implement an innovation so that it will transform an organization is to implement it disruptively—not by using it to compete against the existing paradigm and serve existing customers, but to let it compete against “non-consumption,” where the alternative is nothing at all.
  • ...2 more annotations...
  • At first glance there appears to be little non-consumption of education in the United States since students are required to receive schooling. Looking deeper, however, reveals many pockets of non-consumption where students would be delighted with computer-based learning rather than the alternative, nothing at all. Take Advanced Placement (AP) courses for starters. According to a 2005 report by the National Center for Education Statistics (NCES), 33 percent of schools nationwide offered no AP classes in 2002–03. Those that do provide AP courses today only offer a fraction of the 34 courses for which AP exams are available, because they lack the resources to hire more AP teachers or there is not enough student demand to justify a dedicated course and teacher.
  • Credit recovery is another big opportunity.
clconzen

20 Technology Skills that Every Educator Should Have | Digital Learning Environments - 171 views

www.guide2digitallearning.com/...lls_every_educator_should_have

edtech

shared by clconzen on 06 Dec 10 - No Cached
  • could be/might be used in a classroom.
\ 1.    Google Tools Knowledge2.    Google Earth Knowledge3.    Wiki Knowledge4.    Blogging Knowledge5.    Spreadsheets Skills6.    Database Skills7.    Social Bookmarking Knowledge8.    Social Networking Knowledge9.    Web Resources in content area 10.    Web Searching skills11.    Web2.0 Tools 12.    Interactive White Board skills (SmartBoard and Promethean)13.    Website design and management skills14.    Presentation Tools 15.    IM knowledge16.    Video and Podcasting
  • Julie Whitehead on 21 Mar 11
     
    lists skills with resources
  • clconzen on 27 May 12
     
    Useful re: Tech Competencies - 20 Technology Skills that Every Educator Should Have http://t.co/5y2u1ECH #edtech
Kathleen N

School Change Consulting - The Global Achievement Gap - Tony's new book is now availabl... - 0 views

www.schoolchange.org/...in_bookstores_and_online!.html

schoolChange 21C

shared by Kathleen N on 21 Jan 09 - Cached
  • Kathleen N on 23 Apr 09
     
    A bold new plan to teach and test the competencies that matter most for the 21st Century-and to motivate the "net" generation to excellence The Global Achievement Gap: Why Even Our Best Schools Don't Teach The New Survival Skills Our Children Need--and What We Can Do About It
Bill Graziadei, Ph.D. (aka Dr. G)

YouTube - The New Media Literacies - 0 views

www.youtube.com/watch

literacies media culture skills social collaboration youtube

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 11 Jan 09 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 11 Jan 09
     
    Members of the research team at Project New Media Literacies discuss the social skills and cultural competencies needed to fully engage with today's particip...
Erin Crisp

BoomWriter - Schools - 54 views

www.boomwriter.com/Schools

education web2.0 tools writing english collaboration

shared by Erin Crisp on 01 Jun 11 - No Cached
  • Erin Crisp on 01 Jun 11
     
    Read, write, vote, read, write, vote again. Students compete with their writing.
Eric Langhorst

Strictly business? Personal tweets make profs more "credible" - 32 views

arstechnica.com/...edible-than-scholarly-ones.ars

twitter research personal education teaching credibility social media

shared by Eric Langhorst on 29 Mar 11 - No Cached
  • Casey Finnerty on 29 Mar 11
     
    "The group that only saw social tweets ended up rating that professor higher in credibility than the group that saw only scholarly tweets. Researchers also said there was an especially significant difference in ratings when it came to whether a professor was "caring" or not. "These results support previous research that shows revealing personal information can increase a professor's perceived credibility," says the paper. "[I]t was interesting to note that the scholarly tweets did not significantly raise competence ratings in the groups that saw the scholarly posts. This could be an indication that caring, not competence, is the most important dimension when it comes to assessing perceived credibility on social networking sites." Not all students felt good about the social tweets, though. The researchers found that older students tended to rate the professors lower in credibility after having viewed their Twitter accounts. These students were also more likely to think it was a bad idea for profes"
  • Casey Finnerty on 29 Mar 11
     
    Note the limitation of the study: (fake) professors were all female. Also, younger and older students responded differently.
Duncan Carlsmith

Swivl personal cameraman - 71 views

www.swivl.com

Garage camera

shared by Duncan Carlsmith on 09 Jan 14 - No Cached
juhi gangrade liked it
  • Duncan Carlsmith on 09 Jan 14
     
    Madison's Sonic Foundry Mediasite could have a hard time competing with this!
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