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Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 133 views

Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...

professional development 21st century learners technology

started by Shannon Smith on 22 Nov 08 8 follow-ups, last by Shannon Smith on 04 Dec 08
Clint Heitz

Critical Issue: Providing Professional Development for Effective Technology Use - 127 views

www.ncrel.org/...te1000.htm

shared by Clint Heitz on 09 Feb 13 - Cached
Kelly Dau liked it
  • Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
    • Clint Heitz
      Clint Heitz on 09 Feb 13
       
      Perfect use for reflective blogging on the teacher's part.
  • Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
  • Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
  • ...15 more annotations...
  • The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
  • A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
  • teachers need access to follow-up discussion and collegial activities
  • The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
  • An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
  • teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas
  • The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
  • he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
    • Clint Heitz
      Clint Heitz on 09 Feb 13
       
      This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
  • consists of three types: preformative evaluation, formative evaluation, and summative evaluation.
  • Preformative evaluation
  • formative evaluation,
  • summative evaluation,
  • Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
  • School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
Randolph Hollingsworth

Executive Summary of Serious Games: Improving Public Policy Through Game-based Learning... - 17 views

www.wilsoncenter.org/...ACF3F.pdf

gamification

shared by Randolph Hollingsworth on 14 Oct 13 - No Cached
  • Randolph Hollingsworth on 14 Oct 13
     
    Ben Sawyer is the cofounder of Digitalmill, where he is in charge of strategy, technology, and business development. Located in Portland, Maine, Digitalmill is a technology development firm with clients worldwide. It has worked on a wide variety of projects dealing with interactive game development, including support for The Sloan Foundation's Virtual U game project. The company has produced two books on game development, numerous articles about developing games, and several market research reports on the gaming industry. Currently Digitalmill is working on Virtual U 2.0, and consulting on other projects that integrate gaming, education, and training. Sawyer has authored or co-authored more than 10 computer trade books as well as numerous articles on a wide range of technology areas including e-commerce, interactive game development, software marketing, and computer graphics. Publications include The Ultimate Game Developer's Sourcebook, published in 1996 by Coriolis Group Books. To find out more about the author, please visit: www.dmill.com Contact the author: bsawyer@dmill.com
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Mrs. Lail2

How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views

www.theatlantic.com/...262656

education English Writing

shared by Mrs. Lail2 on 25 Sep 12 - No Cached
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • ...7 more annotations...
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
Tonya Thomas

Five Resources for Estimating Development Time: The eLearning Coach - 1 views

theelearningcoach.com/...ime-to-develop-online-learning

estimating development time elearning coach tools resources

shared by Tonya Thomas on 07 Nov 12 - No Cached
  • 1. Time To Develop One Hour of Training Although this article from ASTD is a few years old, it is still relevant. Not only does it provide the detail many are seeking, authors Karl Kapp and Robyn Defelice delve into several of the contributing factors. 2. How Long Does it Take to Create Learning? This survey states that it has culled data from 249 organizations, representing 3,947 learning development professionals. The “time to complete” data is represented as ratios. Don’t miss the accompanying SlideShare presentation, which has helpful visuals. 3. How Long Does It Take to Create an E-Learning Course? This article discusses a variety of factors you may not have considered, such as priority, review cycles and availability. 4. Estimating Costs and Time in Instructional Design In this article, Donald Clark provides budgets and cost guidelines in addition to the time estimates that he takes from an older source. 5. Why eLearning Development Ratios Can Be Hazardous to Your Health This article presents factors that surveys don’t consider.
Glenn Hervieux

Differentiated Planning Tool for Prof. Development - 100 views

www.edutopia.org/...atten-tech-goals-staff-dev.pdf

professional development planning assessment edutopia

shared by Glenn Hervieux on 27 Jan 15 - No Cached
  • Glenn Hervieux on 27 Jan 15
     
    Using Vygotsky's theory of the Zone of Proximal Development and scaffolding, one district moved their Prof. Development plan toward a more differentiated model. Read the article, "Individualized Technology Goals for Teachers" for a detailed explanation of it's evolution and practice. http://goo.gl/BJfZIQ
  • Glenn Hervieux on 27 Jan 15
     
    Using Vygotsky's theory of the Zone of Proximal Development and scaffolding, one district moved their Prof. Development plan toward a more differentiated model.
Jessica Smith

OATS - oats - 29 views

www.oatsoft.org

technology accessibility opensource software assistivetechnology freeware assistive source

shared by Jessica Smith on 15 Apr 10 - Cached
  • Jessica Smith on 15 Apr 10
     
    Open-sourcing offers great potential for AT software users. However, currently there are a number of barriers that stop its wider use within the AT community. It is generally difficult to find on the Internet and, until the OATS Project, there have been no specific websites dedicated to developing or downloading AT software. Open-source software can also be unfriendly to install, often obliging the user to download many different packages before it can be set up and used. Often it is still "under-development", poorly documented or technically demanding, something that the end user finds frustrating and irritating. To see just how complicated this can be for the lay enquirer, one need only visit the most well-known source of mainstream open-source products, Source Forge (http://sourceforge.net/). Finding OATS products here is like experiencing death by a thousand cuts! The OATS Project's repository will strip away all the technical complexity and provide via its database and search engine an efficient and intuitive way to access good quality OATS. By removing these barriers to open-source AT software, users will not only have a single point of contact for obtaining open-source software but volunteer developers will also discover a forum where they can develop ideas and write software that meets the real needs of specific end users.
Donal O' Mahony

Junior Cycle Reform, opportunity for teacher engagement… - 0 views

donalomahony.edublogs.org/...rtunity-for-teacher-engagement

shared by Donal O' Mahony on 15 Jan 13 - No Cached
  • Donal O' Mahony on 15 Jan 13
     
    An interesting online grouping of teachers is developing in the Republic of Ireland in order to support the development of the Junior cycle of education for students aged 12-15 years of age. This is my short posting about this development.
taconi12

2008 World Population Data Sheet - Population Reference Bureau - 61 views

www.prb.org/...2008wpds.aspx

population ss lessdeveloped africa

shared by taconi12 on 17 Mar 12 - Cached
  • United States Italy Dem. Rep. Congo Population mid-2008 305 million 60 million 67 million Population 2050 (projected) 438 million 62 million 189 million Lifetime births per woman 2.1 1.3 6.5 Percent of population below age 15 20% 14% 47% Percent of population ages 65+ 13% 20% 3% Life expectancy at birth 78 years 81 years 53 years Annual births 4.3 million 568,120 2.9 million Annual deaths 2.4 million 575,300 0.8 million Annual births minus deaths 1.9 million -7,200 2.1 million Percent of population undernourished <2.5%
    • taconi12
      taconi12 on 17 Mar 12
       
      the stat about mortality in women is amazing.  make sure to use in lesson plan
  • n those countries, 1 in 75 women still die from pregnancy-related causes. In both sub-Saharan Africa and in the 50 countries defined by the United Nations as least developed, that risk is a shocking 1 in 22. In stark contrast, about 1 in 6,000 women in the developed countries die from pregnancy-related causes.
  • ...3 more annotations...
  • Worldwide, women now average 2.6 children during their lifetimes, 3.2 in developing countries excluding China, and 4.7 in the least developed countries. Lifetime fertility is highest in sub-Saharan Africa at 5.4 children per woman. In the developed countries, women average 1.6 children. The United States, with an average of 2.1 children, is an exception to this low-fertility pattern in the world’s wealthier countries.
  • es fewer than the minimum calories required to lead a healthy active life. That figure rises above 60 percent in several sub-Saharan countries.
  • developed countries, 35 percent of the population consum
eileenanne

edWeb.net - 47 views

www.edweb.net/login

shared by eileenanne on 12 Jan 14 - No Cached
  • eileenanne on 12 Jan 14
     
    edWeb.net is a highly-acclaimed professional social and learning network that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education. edWeb won the 2012 Edublog Award for Best Free and Open Professional Development for Educators and was ranked the #1 professional social network specifically for educators by the SIMBA PreK-12 Professional Development Market Forecast 2012-2013, CoSN's K-12 IT Leadership Survey 2013, and the 2012 Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools.
  • eileenanne on 12 Jan 14
     
    edWeb.net is a highly-acclaimed professional social and learning network that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education. edWeb won the 2012 Edublog Award for Best Free and Open Professional Development for Educators and was ranked the #1 professional social network specifically for educators by the SIMBA PreK-12 Professional Development Market Forecast 2012-2013, CoSN's K-12 IT Leadership Survey 2013, and the 2012 Survey of K-12 Educators on Social Networking, Online Communities, and Web 2.0 Tools.
  • Carla Shinn on 13 Jan 14
     
    Go to: http://home.edweb.net/ Excellent resource for online learning, many communities
Daryl Bambic

Be the Change. Listen. Follow-up » Edurati Review - 42 views

eduratireview.com/...be-the-change-listen-follow-up

professional_development

shared by Daryl Bambic on 09 Jun 10 - Cached
  • 1. Be the change. Leaders of professional development seem to forget that they’re actually teaching, and that part of teaching is modeling the activity you hope to see adopted. A session devoted to equipping teachers to implement more collaborative learning that is presented via “death by PowerPoint” is an oxymoron, a term originating from a Greek word appropriately meaning “pointedly foolish.” As one teacher recently expressed it, “Why does the worst teaching often happen in sessions on how to improve teaching?” Why, indeed? Modeling is a powerful teaching technique. In addition to communicating that the suggested new approach promotes learning, demonstration taps into some of the brain’s natural learning systems: This may be because demonstration actually encourages the brain to engage. Specialized neurons known as mirror neurons make practicing “in the head” possible…When a teacher repeatedly performs a sequence of steps, her students’ mirror neurons may enable their own preliminary practice of the same steps. In other words, as a teacher demonstrates a skill, students mentally rehearse it.1
  • Though we’ve been invited to lead professional development, we do not have all the answers. Professional development involves merging new research findings with current personnel—i.e., bringing ideas and people together. One way I’ve tried to do more of this recently is to ask teachers if any of them have tried something similar to a new approach I’ve explained. If any have, I invite them to share their experience. This invites elaboration, a critical cognitive process for constructing understanding. If the teacher’s experience was positive, we discuss why the approach was successful. If the teacher’s experience was frustrating, we often find together the reason for it and develop a plan for structuring it better the next time. This give-and-take values everyone, respects the experience present in the session, and allows the leader to be a colleague rather than an aloof expert.
  • 2. Listen. I have a tendency to get preoccupied with my preparation and forget that I’ll actually have people in the professional development session. Not just people but colleagues!
  • ...1 more annotation...
  • 3. Follow up. I’ve written previously about the importance of coaching and the characteristics of an effective coach. A one-time information flood is ineffective, no matter how engaging the session’s leader may be. Teachers need support as they begin to implement new ideas, methods, and approaches. Note that support, not judgement, is needed. Showing up with an evaluation form is a certain way to kill any benefit professional development might yield. Teachers are learners, and we need the time and space to try, to reflect, to try again, to get helpful feedback, and to truly master implementation. We need the opportunity to learn. Coaching provides this opportunity, along with the encouragement and feedback necessary for success.
Marge Runkle

Dangerously Irrelevant: Top posts - 1 views

www.dangerouslyirrelevant.org/top_posts.html

Scott_McLeod dangerously_irrelevant educational_blog edblog

shared by Marge Runkle on 28 Jul 09 - Cached
  • Marge Runkle on 28 Jul 09
     
    Scott McLeod - Ruminations on technology, leadership, and the future of our schools. academia, academic, administration, administrator, administrators, assistant principals, CASTLE, college, colleges, district, districts, edublog, edublogosphere, edublogs, education, educational administration, educational leadership, educational technology, educational technology leadership, higher education, leaders, leadership, leadership development, leadership preparation, leadership training, learners, learning, McLeod, postsecondary, principal, principals, professional development, school, school administration, school administrator, school administrators, school districts, school leaders, school principals, school superintendents, schools, Scott McLeod, scottmcleod, staff development, student, students, superintendent, superintendents, teacher, teachers, teaching, technology, technology coordinators, technology integration, technology leadership, training, UCEA, universities, university
Cynthia Sarver

CITE Journal - Language Arts - 94 views

www.citejournal.org/...article1.cfm

21stcenturyliteracy 307 teachered_21stcentury

shared by Cynthia Sarver on 31 Oct 11 - Cached
  • Since it is through communication that we exercise our political, economic and social power, we risk contributing to the hegemonic perpetuation of class if we fail to demand equal access to newer technologies and adequately prepared teachers for all students
    • Cynthia Sarver
      Cynthia Sarver on 31 Oct 11
       
      What is being done??
  • They can benefit their students by developing and then teaching their students to develop expertise in evaluation of search engines and critical analysis of Web site credibility. Well-prepared teachers, with a deep and broad understanding of language, linguistics, literature, rhetoric, writing, speaking, and listening, can complement those talents by studying additional semiotic systems that don’t rely solely on alphabetic texts.
  • Not only will teachers need to understand “fair use” policies, they are likely to need to integrate units on ethics back into the curriculum to complement those units on rhetoric.
  • ...11 more annotations...
  • Students should be counseled not only on the risks to their physical safety, but also on the ways that the texts they are composing today, and believe they have eliminated, often have lives beyond their computers, and may reappear in the future at a most inopportune time.
  • learn methods of critically analyzing the ways in which others are using multiple semiotic systems to convince them to participate, to buy, to believe, and to resist a wide range of appeals
  • It also implies the process of uncovering one’s own cultural, social, political and personal (e.g. age, gender) backgrounds and understanding how these backgrounds can and often do influence one’s own ways of communicating and interacting with others in virtual and face-to-face encounters.
  • nstances of anti-social behavior in online communication such as using hurtful language and discriminating among certain members of virtual communities have been reported.
  • allows their members to construct and act out identities that may not necessarily be their real selves and thus lose a sense of responsibility toward others
  • Professional development for teachers and teacher educators must be ongoing, stressing purposeful integration for the curriculum and content, rather than merely technical operation. It also needs to provide institutional and instructional support systems to enable teachers to learn and experiment with new technologies. Offering release time, coordinating student laptop initiative programs or providing wireless laptop carts for classroom use, locating computer labs in accessible places to each teacher, scheduling lab sessions acceptable for each teacher, and providing alternative scheduling for professional development sessions so that all teachers can attend, are a few examples of such systems. Finally, teachers and students must be provided with technical support as they work with technology. Such assistance must be reliable, on-demand, and timely for each teacher and student in each classroom.
  • educators must address plagiarism, ownership, and authorship in their classrooms.
  • strategies to assess the quality of information and writing on the Web
  • help students develop netiquette
  • Such netiquette is thus not only about courtesy; more importantly, it is about tolerance and acceptance of people with diverse languages, cultures, and worldviews.
  • Teachers and teacher educators must examine with students the social processes through which humans grow individually and socially, and they must expose the potentially negative consequences of one’s individual actions. In doing so, teachers and educators will be able to reinforce the concept of learning as a social process, involving negotiation, dialogue, and learning from each other, and as a thinking process, requiring self-directed learning as well as critical analysis and synthesis of information in the process of meaning-making and developing informed perceptions of the world.
Maureen Greenbaum

'Interactive Learning Spaces' at the center of Ball State U.'s faculty development prog... - 29 views

www.insidehighered.com/...us-faculty-development-program

learning active

shared by Maureen Greenbaum on 18 Dec 14 - No Cached
  • The rooms are part of a larger faculty development program intended to promote active learning techniques and cut down on lecturing
  • university is researching whether teaching at-risk students -- those withdrawing from or earning a D or F in a basic math course -- in the classrooms could improve academic outcomes and, eventually, graduation rates.
  • Pavlechko described the two spaces as “intake classrooms” -- faculty members who work in the development program are required to teach in them for two semesters. By the end of this academic year, the classrooms will have hosted 68 faculty members representing 29 of the university’s 48 departments and more than 3,500 students.
  • ...5 more annotations...
  • How do we set ourselves apart? In our case, by the development of these interactive learning space classrooms, we are demonstrating to everyone that we are committed to the concept of faculty development.”
  • researchers found at-risk students who took the course in classrooms that promoted active learning (which included some rooms other than the renovated ones) were 2.8 times more likely to succeed -- that is, to earn a grade higher than a D -- than students in traditional classrooms.
  • The company has surveyed hundreds of students and faculty members at the universities it has worked with, and says it has found a statistically significant correlation between classroom configuration and student engagement. The survey doesn't include any academic results.
  • “We actually found a fairly moderate to strong correlation between what they think of these areas and if they think they have the ability to get a higher grade -- or their motivation to attend class and also their engagement in class,”
  • “Perception-wise, students are telling us ‘I can do better when I’m in these spaces,’ ” Jones said. “Maybe that’s enough of a win?”
Kimberly LaPrairie

picturing the thirties - 2 views

americanart.si.edu/...index.html

history virtual social_studies smithsonian museum EED427 photos video virtual worlds

shared by Kimberly LaPrairie on 23 Sep 09 - Cached
  • Kimberly LaPrairie on 23 Sep 09
     
    "Picturing the 1930s," a new educational web site created by the Smithsonian American Art Museum in collaboration with the University of Virginia, allows teachers and students to explore the 1930s through paintings, artist memorabilia, historical documents, newsreels, period photographs, music, and video. Using PrimaryAccess, a web-based teaching tool developed at the university's Curry Center for Technology and Teacher Education, visitors can select images, write text, and record narration in the style of a documentary filmmaker. They can then screen their video in a virtual theater. PrimaryAccess is the first online tool that allows students to combine their own text, historical images from primary sources, and audio narration to create short online documentary films linked to social studies standards of learning, said Glen Bull, co-director of the Curry Center. Since the first version was developed in collaboration with U.Va.'s Center for Digital History and piloted in a local elementary school in 2005, more than 9,000 users worldwide have created more than 20,000 short movies. In creating digital documentaries, students embed facts and events in a narrative context that can enhance their retention and understanding of the material, said Curry research scientist Bill Ferster, who developed the application with Bull. Besides increasing their knowledge about the period, "Picturing the 1930s" enhances students' visual literacy skills, Ferster noted, adding that PrimaryAccess "offers teachers another tool to bring history alive."
Kathleen N

The Breakfast Club: Utilizing Popular Film to Teach Adolescent Development -- L. Kaye a... - 1 views

ap.psychiatryonline.org/...110

adolescents education development film

shared by Kathleen N on 25 Apr 09 - Cached
  • Kathleen N on 25 Apr 09
     
    In this article, we have described an approach to teaching adolescent development through the use of popular film. We focus on The Breakfast Club, an extraordinarily rich and contemporary film, and highlight some of the many developmental issues portrayed. Although identity-formation and the role of the peer group are central, myriad other discussions can be generated from this film. Residents and faculty have enjoyed this approach to teaching and learning. In a future article, we will discuss the use of other films, such as Boyz in the Hood and The Wonder Years, to teach about other aspects of adolescent development.
trisha_poole

Evaluating the Electronic Portfolio - 184 views

www.tc.umn.edu/...rubric.pdf

education evaluate assessment rubric eportfolios resources rubrics PDF Barrett tools

shared by trisha_poole on 22 Mar 11 - No Cached
  • trisha_poole on 22 Mar 11
     
    Evaluating the Electronic PortfolioIn reviewing the electronic portfolios that are produced, it is important to establish different expectation levels for development. Below are a set of rubrics that address different criteria for effective electronic portfolio development, which are closely aligned with the technology skills of the student or teacher portfolio developer.
Tonya Thomas

Future Work Skills 2020 - 3 views

apolloresearchinstitute.com/...52

skills future 21stcenturyskills work Research resources tools

shared by Tonya Thomas on 09 Oct 12 - No Cached
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity.Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration.Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making.Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence.Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency.Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management.Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking.Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking.New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy.Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset.
  • Tonya Thomas on 09 Oct 12
     
    "Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines. More about transdisciplinarity. Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team. More about virtual collaboration. Sense-making: ability to determine the deeper meaning or significance of what is being expressed. More about sense-making. Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions. More about social intelligence. Cross-cultural competency: ability to operate in different cultural settings. More about cross-cultural competency. Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques. More about cognitive load management. Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based. More about novel and adaptive thinking. Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning. More about computational thinking. New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication. More about new media literacy. More about new media literacy. Design mindset: ability to represent and develop tasks and work processes for desired outcomes. More about design mindset."
Martin Burrett

Book: Developing Tenacity by @LucasLearn & @DrEllenSpencer - 2 views

ukedchat.com/...developing-tenacity

book book review tenacity

shared by Martin Burrett on 12 Nov 18 - No Cached
  • Martin Burrett on 12 Nov 18
     
    "What are those key phrases you hear from frustrated teachers in the staffroom during breaks? Or on those rare occasions, you get to meet up with teachers from other schools on training courses? For me it is the following: 'They give up so easily,' 'Where is their stickability?' 'Why do they fear making a mistake?' However it is phrased, you get the gist, that pupils today have no resilience, they aren't prepared to keep going in the face of challenge or set back. They can't think their way around a problem. In discussions with staff within my own school (a large primary in an area of high deprivation in the north of England) I am frequently asked how we can help these children. As part of our school's SLT I have already supported staff to make daring changes to our curriculum but we still seem to be falling short of what we state in our vision; that we want our children to become resilient learners, confident individuals, critical thinkers and lifelong learners. (Traits that I am sure many schools up and down the land wish for their pupils to develop.) Why are our pupils struggling with 'resilience'? What opportunities can we, as a school, provide our children so that they develop these skills? After reading the blurb and the introductory pages, I was, as you can imagine, excited to delve further into this book to see if it could answer some of my questions."
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