So with all of this confusion, many ask why it is hard for people to accept change.
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Moving Forward - 65 views
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The problem with this is that people are more comfortable with what they know and have experienced, as opposed to what “could be”. The other issue here is that if we cannot clearly articulate examples of powerful learning, why would anyone buy “change” in the first place?
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It is clear to the world that something just isn’t working with institutional education and most people say that we need to CHANGE institutional education. But to the educators of the world, I am here today to say that I disagree. You don’t need to change anything, you simply need to understand that the world is changing, and if you don’t change with it, the world will decide that it doesn’t need you anymore.
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Leaders need to continuously articulate why a new initiative has made its way into schools, and should be ready to answer the tough questions.
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if we really want to push education forward, different groups are really going to have to start coming together and putting plans into action. This doesn’t make me “anti” anything, but I am definitely “pro-kids”. That is what this is all about.
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Tyler DeWitt: Hey science teachers -- make it fun | Talk Video | TED.com - 18 views
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A Glossary to DEMYSTIFY the jargon of the online world | The Edublogger - 54 views
theedublogger.com/...the-jargon-of-the-online-world
eme5050 blog blogging edublogs PLN education K12 connecting primer glossary introduction
shared by Kelvin Thompson on 14 Aug 10
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Blogs, wikis, podcasting, video sharing websites (e.g. YouTube and Vimeo), photosharing websites (e.g. Flickr and Picasa), social networking sites (e.g. FaceBook, Twitter) are all examples of Web 2.0 technologies.
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Personal Learning Networks (PLNs) are all about using web tools such as blogs, wiki, twitter, facebook to create connection with others which extend our learning, increases our reflection while enabling us to learn together as part of a global community.
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Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views
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"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
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A Complete Guide to Correctly & Creatively Exposing an Image - 4 views
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Times Higher Education - Dummies' guides to teaching insult our intelligence - 0 views
www.timeshighereducation.co.uk/story.asp
opinion teaching education university college training pedagogy
shared by Ed Webb on 25 Aug 09
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if you encourage discussion in class, you have to be prepared for your students to arrive at conclusions that are unpalatable to you.
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When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!
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Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.
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Most colleagues with excellent teaching reputations seem not to oppose training per se, but bad training.
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Building A Better Mousetrap: The Rubric Debate - 126 views
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If the rubric is primarily used for instruction and will be shared with your students, then it should be non-judgemental, free of educational jargon, and reflect the critical vocabulary that you use in your classroom.
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While many educators make a compelling argument for sharing rubrics with students, others worry that doing so will encourage formulaic writing
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L3D Philosophy - 36 views
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Learning is a process of knowledge construction, not of knowledge recording or absorption. Learning is knowledge-dependent; people use their existing knowledge to construct new knowledge. Learning is highly tuned to the situation in which it takes place. Learning needs to account for distributed cognition requiring knowledge in the head to combined with knowledge in the world. Learning is affected as much by motivational issues as by cognitive issues.
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Professional activity has become so knowledge-intensive and fluid in content that learning has become an integral and inseparable part of "adult" work activities.
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require educational tools and environments whose primary aim is to help cultivate the desire to learn and create, and not to simply communicate subject matter divorced from meaningful and personalized activity.
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current uses of technology in education: it is used as an add-on to existing practices rather than a catalyst for fundamentally rethinking what education should be about in the next century
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information technologies have been used to mechanize old ways of doing business‹rather than fundamentally rethinking the underlying work processes and promoting new ways to create artifacts and knowledge.
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important challenge is that the ?ld basic skillsº such as reading, writing, and arithmetic, once acquired, were relevant for the duration of a human life; modern ?asic skillsº (tied to rapidly changing technologies) will change over time.
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We need computational environments to support "new" frameworks for education such as lifelong learning, integration of working and learning, learning on demand, authentic problems, self-directed learning, information contextualized to the task at hand, (intrinsic) motivation, collaborative learning, and organizational learning.
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Instructionist approaches are not changed by the fact that information is disseminated by an intelligent tutoring system.
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Lifelong learning is a continuous engagement in acquiring and applying knowledge and skills in the context of authentic, self-directed problems.
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ubstantial empirical evidence that the chief impediments to learning are not cognitive. It is not that students cannot learn; it is that they are not well motivated to learn.
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Most of what any individual "knows" today is not in her or his head, but is out in the world (e.g., in other human heads or embedded in media).
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challenge of whether we can create learning environments in which learners work hard, not because they have to, but because they want to. We need to alter the perception that serious learning has to be unpleasant rather than personally meaningful, empowering, engaging, and even fun.
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making information relevant to the task at hand, providing challenges matched to current skills, creating communities (among peers, over the net), and providing access to real practitioners and experts.
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What "basic skills" are required in a world in which occupational knowledge and skills become obsolete in years rather than decades?
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How can schools (which currently rely on closed-book exams, the solving of given problems, and so forth) be changed so that learners are prepared to function in environments requiring collaboration, creativity, problem framing, and distributed cognition?
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problem solving in the real world includes problem framing calls into question the practice of asking students to solve mostly given problems.
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teachers should see themselves not as truth-tellers and oracles, but as coaches, facilitators, learners, and mentors engaging with learners
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Using Webb's Depth of Knowledge to Increase Rigor | Edutopia - 62 views
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A Dictionary For 21st Century Teachers: Learning Models by Terry Heick and Teach Though... - 73 views
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Speaking the Lingo - 8 views
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"你知道这是什么意思吗?No? Languages can both be barriers and be bridges. They can block access to learning and more, but knowing a little of 'the lingo' can open previously impenetrable doors. This doesn't have to be a language from overseas, but a certain way of speaking which includes speakers or potenticially excludes non-speakers from a group. Teaching, with it's SPaGs, NPQHs and RQTs can make us want to LOL or even go AWOL!"
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Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
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What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
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We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
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I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
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or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
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In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
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I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
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I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
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A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
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There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
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I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
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versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
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I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
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they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
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step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
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None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
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They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
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I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
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changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
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a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
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Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
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there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
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ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
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I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
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Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
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I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
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I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
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we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
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No Grading, More Learning - 29 views
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Each week, two students led a discussion in class on the week's readings and ideas -- and those students determined whether or not their fellow students had met the standards.
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While the students are ending up with As, many of them are doing so only because they redid assignments that were judged not sufficient to the task on the first try
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changed the dynamic from "a single teaching-student interaction to multiple teacher-student/student-student interactions
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I wanted to give the feedback." But reducing the feedback to a letter grade? "It's intellectually stultifying.