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Peter Beens

Education Week Teacher: Teaching Secrets: Communicating With Parents - 1 views

www.edweek.org/...tillery.html

teachers tips communication parents

shared by Peter Beens on 23 Jun 11 - No Cached
  • Peter Beens on 23 Jun 11
     
    Teaching Secrets: Communicating With Parents By Gail Tillery Premium article access courtesy of TeacherMagazine.org. You will face many challenging tasks as a new teacher. Dealing with parents is probably among the most intimidating, especially if you are young and in your first career. While communicating with parents can be tricky, a little preparation will help you to treat parents as partners and to be calmer when problems arise. Here's the first rule to live by: Your students' parents are not your enemies. Ultimately, they want the same thing you want, which is the best for their children. By maintaining respectful and productive communication, you can work together to help students succeed. Second, whenever problems arise, remember that parents are probably just as nervous about contacting you as you are about returning the contact-and maybe more so. I'll confess: Even after 26 years of teaching, I still get a little frisson of fear in my belly when I see an e-mail or hear a voicemail from a parent. But I have seen time and again that parents are often more nervous than the teacher is-especially if their child doesn't want them to contact the teacher. Indeed, some parents may even fear that if they raise concerns, their child will face some kind of retaliation. Remember that parents' tones or words may reflect such fears. In your response, try to establish that everyone involved wants to help the child. Here are some practical tips for communicating effectively with parents: Contact every parent at the beginning of the year. Do some "recon." Telephone calls are best for this initial contact, since they are more personal than e-mail. Ask the parent to tell you about his or her child's strengths, weaknesses, likes, dislikes, etc. Make sure to ask, "What is the best thing I can do to help your child succeed?" Remember to take notes! Once you've gathered the information you need, set a boundary with parents by saying, "Well, Ms. Smith, I have 25 more parent
D. S. Koelling

Collaboration and Ownership in Student Writing - ProfHacker - The Chronicle of Higher E... - 47 views

chronicle.com/...34525

student writing education

shared by D. S. Koelling on 06 Jul 11 - No Cached
  • Blau and Caspi learned two things: first, that in general students felt that collaborating with partners improved the quality of drafts. On the other hand, the students mostly felt that their edits improved other people’s drafts, whereas other people’s edits worsened their own drafts. Blau and Caspi posit that a sense of ownership of the draft was pedagogically useful–that students’ perceptions of the overall quality of their work increased as they felt responsible for it. As a consequence, they conclude that the best way to reap the benefits of collaboration and psychological ownership of writing is to have students make suggestions to one another’s drafts, but not to edit one another’s writing directly.
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
Donal O' Mahony

e-Ethics - Initial thoughts on the Draft Code of Professional Conduct for Teachers. | e... - 36 views

donalomahony.edublogs.org/...fessional-conduct-for-teachers

ethics professional behaviour.

shared by Donal O' Mahony on 05 Jun 12 - No Cached
  • Donal O' Mahony on 05 Jun 12
     
    The Teaching Council (Ireland) has published a Draft Code of Professional Conduct for Teachers - I have examined it under four headings in the context of eLearning,
Martin Burrett

Draft In - 17 views

ukedchat.com/...draft-in

writing

shared by Martin Burrett on 07 Nov 18 - No Cached
  • Martin Burrett on 07 Nov 18
     
    "This is a simple, elegant writing site for a collaborative writing. Users don't writing in real-time like so other sites, but exchange versions which clearly show the changes made. The other users can accept or decline the changes. It is useful for groups to draft their writing and for teachers correcting pupils work. Each version is archived in case the team changes their mind about the accepted changes."
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
jodi tompkins

YourDraft.com - Online sharable WYSIWYG document drafting and editing - 41 views

www.yourdraft.com

document writing onlineword

shared by jodi tompkins on 07 Jun 10 - Cached
  • Create and share content instantly without registration
  • jodi tompkins on 07 Jun 10
     
    Publish drafts online. No registration required. Online word processing
Terry Elliott

edtechpost » The Pros and Cons of Loosely Coupled Teaching - 0 views

edtechpost.wikispaces.com/ns+of+Loosely+Coupled+Teaching

shared by Terry Elliott on 07 Dec 08 - No Cached
  • Exercise Briefly look at 2-3 examples of courses run on "loosely coupled technologies," that is, outside of a CMS using contemporary Web 2.0/social software tools and methods.
  • Terry Elliott on 07 Dec 08
     
    Diigo is built for the notion of "loosely-coupled-teaching" . Every day in my classroom I improvise around a core of web2.0 pedagogies.
Martin Leicht

Opinion | Steve Jobs Was Right: Smartphones and Tablets Killed the P.C. - The New York ... - 6 views

www.nytimes.com/...apple-macbook-pro-ipad.html

Apple Steve Jobs tablet iPad laptop smartphones tablets

shared by Martin Leicht on 14 Nov 19 - No Cached
    • Martin Leicht
      Martin Leicht on 14 Nov 19
       
      Would like to know more about "productivity dream machines."
  • they’re productivity dream machines
  • keyboard is better and more durable
  • ...5 more annotations...
  • Among other things, I now research and write just about every column using an iPad (I still compose many first drafts by speaking into my headphones, but I’m an odd duck).
    • Martin Leicht
      Martin Leicht on 14 Nov 19
       
      Speaking a draft into the headphones, wow, talk about visualization of things? Can you see the draft in your head?
  • Jobs declared the iPad to be the future of computing. “PCs are going to be like trucks,”
  • Like a phone, in most scenarios I find the iPad to be faster, more portable and easier to use and maintain than any traditional P.C. I’ve ever owned.
  • The iPad still can’t do everything a laptop can, and I still have to log in to a “real” computer sometimes.
  • the iPad doesn’t work with antiquated work flows that are built for PCs
Martin Burrett

WheelDecide - 77 views

ukedchat.com/...wheeldecide

select spinner choose picker

shared by Martin Burrett on 17 Nov 15 - No Cached
  • Martin Burrett on 17 Nov 15
     
    Web tool for selecting things. Enter up to 100 choices and spin on the site, embed on your own site or share the link. You can enter choices by copying and pasting choices into a single textbox, making it simple to draft on an offline document.
Eric Arbetter

The Next Generation Science Standards | Next Generation Science Standards - 6 views

www.nextgenscience.org/t-generation-science-standards

science

shared by Eric Arbetter on 14 May 12 - No Cached
  • Eric Arbetter on 14 Jan 13
     
    2nd Draft of National Science Standards
Roland Gesthuizen

for the love of learning: Opting out of Grading Revised - 1 views

www.joebower.org/...ng-out-of-grading-revised.html

learning education grading assessment

shared by Roland Gesthuizen on 10 Sep 12 - No Cached
  • Assessment is not a spreadsheet -- it's a conversation
  • Roland Gesthuizen on 10 Sep 12
     
    "One of the many reasons I blog is so that I can learn from others and rethink my own understandings. In light of the comments, I've revised the letter that I drafted to my children's teacher about opting them out of grading."
Donal O' Mahony

ICT and Social-media policy for school students | eLearning Island - 35 views

donalomahony.edublogs.org/...dia-policy-for-school-students

ict policy elearning Social-media

shared by Donal O' Mahony on 03 Aug 12 - No Cached
  • Donal O' Mahony on 03 Aug 12
     
    This is my latest blog post - it is about my draft ICT / Social media policy for secondary (high) schools. You can read and comment on it here. I would really like your feedback. Here is an excerpt! My primary source was Katie Lepi's Crowdsourced School Social Media Policy Now Available (here). Her work is based on over four-hundred crowd sourced edits! I have specifically included her in the Creative Commons license. I was also influenced by Doug Belshaw's Acceptable Use Policy - feedback required! (here).The comments on his posting are very interesting! I was inspired by Max Senge's A hippocratic Oath for Techies & Policymakers (here). Its simplicity is its strength!
Martin Burrett

Pandamian - The Easiest Way To Publish A Book Online - 70 views

www.pandamian.com

publishing books ebook stories story

shared by Martin Burrett on 25 Nov 11 - No Cached
Kate Pok liked it
  • Martin Burrett on 25 Nov 11
     
    A wonderfully simple site for writing and publishing books online. Make chapters and save your work as draft until you are ready to publish. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Donal O' Mahony

Collaborative Problem Solving: PISA 2015 | eLearning Island - 38 views

donalomahony.edublogs.org/...tive-problem-solving-pisa-2015

collaborative problem problem solving PISA

shared by Donal O' Mahony on 13 Nov 13 - No Cached
  • Donal O' Mahony on 13 Nov 13
     
    "Collaborative problem solving is not a traditional domain, in that it is not explicitly taught as a school subject, rather embedded as a practice in the classroom" (PISA 2015 Draft Collaborative Problem Solving Framework p.27) - some thoughts from the context of education in Ireland
Demetri Orlando

Why We Like Diigo - please add to this! - 0 views

schoolcomputing.wikia.com/...Why_We_Like_Diigo

diigo

shared by Demetri Orlando on 27 Nov 08 - Cached
  • "I" takes on a whole new collaborative meaning here! Thanks!
  • metacognition
  • Demetri Orlando on 27 Nov 08
     
    This wiki page is an article being collaboratively drafted by educators. Please add your personal experiences of using diigo to it.
  • Demetri Orlando on 27 Nov 08
     
    I'm wondering how diigo highlighting works on a wiki page... what if the text that I'd highlighted later gets changed on the page or deleted?
  • Nele Noppe on 28 Nov 08
     
    The deleted highlighted text (and any attached sticky notes or comments) is preserved in the list of annotations in Diigo itself. Tried this to comment on a student's developing article on a wiki page -it was very handy.
Ed Webb

Office of Educational Technology (OET) - 63 views

www2.ed.gov/...index.html

education technology edtech DOE government Duncan

shared by Ed Webb on 12 Mar 10 - Cached
  • Secretary Arne Duncan invites comments on the draft National Educational Technology Plan.
  • This plan is a draft. "We are open to your comments," Secretary Duncan said. "Tell us about how technology has changed your school or classroom." Read the plan. Share your comments, videos and examples of how technology is changing and improving education.
Marc Patton

Scratch Curriculum Guide Draft | ScratchEd - 134 views

scratched.media.mit.edu/...scratch-curriculum-guide-draft

Teaching_Ideas Teaching_Tools

shared by Marc Patton on 23 Sep 11 - No Cached
  • BalancEd Tech on 23 Sep 11
     
    This Scratch curriculum guide provides an introduction to creative computing with Scratch, using a design-based learning approach. The guide is organized as a series of twenty 60-minute sessions, and includes session plans, handouts, projects, and videos. The 20 sessions presented in this guide are organized into 5 topics: introductionartsstoriesgamesfinal project
  • Marc Patton on 02 Mar 13
     
    A design-based introduction to computational thinking with Scratch
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