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Nigel Coutts

Rethinking Mathematics Education - The Learner's Way - 32 views

thelearnersway.net/...thinking-mathematics-education

mathematics education learner collaboration teaching resources

shared by Nigel Coutts on 15 Jan 17 - No Cached
  • Nigel Coutts on 15 Jan 17
     
    What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 
Nigel Coutts

Learning to learn with a MakerSpace - The Learner's Way - 43 views

thelearnersway.net/...ing-to-learn-with-a-makerspace

education collaboration teaching making maker STEAM

shared by Nigel Coutts on 08 Jan 17 - No Cached
  • Nigel Coutts on 08 Jan 17
     
    Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.
Greta Oppe

A Vision for 21st Century Learning - 112 views

www.youtube.com/watch

education technology students web2.0 youtube learning culture collaboration

shared by Greta Oppe on 27 Mar 11 - Cached
  • Greta Oppe on 27 Mar 11
     
    TED@Palm Springs presentation on game-based learning; creation of "immersive learning environments." Meyers, A. (2009). A Vision for 21st Century Learning [Video]. Retrieved from http://www.youtube.com/watch?v=Mirxkzkxuf4
  • Ms. Nimz on 31 Mar 11
     
    I disliked this video. Is my classroom extraordinary? The rest of the classrooms in the U.S. have unmoving, silent children stuck in desks all day? The students don't talk to each other? They don't collaborate to solve problems? They don't read? They don't write in order to analyze and express opinions? They don't use math manipulatives, do science experiments, build, draw, and do projects? They don't laugh together, digress, and then get back on track? Because that's what we do. It doesn't strike me as a response to the Industrial Revolution as much as a response to students' curiosity and to their future needs. "If we get it right, kids won't even know they're learning something." So, we're doing it wrong if the kids are actually aware that they're learning? Better they should be metaphorically anesthetized by the computer experience? We don't want them inoculated against feeling the discomfort of struggle. Every respected neuroscientist on the planet says struggle is necessary to wire neurons together, which is the physical manifestation of learning. The simulation of the village looks very cool. I love computers. But if all their learning about ancient Rome is based on this simulation, where are the primary sources? Will students encounter any? Or is their experience of the village based on someone else's interpretation of primary sources? If so, then someone else gets to decide what is important to include in the Roman village. They get to choose and interpret the facts that are used to create the virtual ancient Roman experience. That goes against best practice teaching of the social sciences.
Roland Gesthuizen

Alone in the Classroom: Why Teachers Are Too Isolated - Jeffrey Mirel & Simona Goldin -... - 6 views

www.theatlantic.com/...255976

graduate teaching classroom collaboration teachertraining

shared by Roland Gesthuizen on 20 Apr 12 - No Cached
  • A recent study by Scholastic and the Gates Foundation found that teachers spend only about 3 percent of their teaching day collaborating with colleagues. The majority of American teachers plan, teach, and examine their practice alone
  • With a common curriculum there is agreement about what students are expected to learn, what teachers are to teach, what teacher educators are to instill in potential teachers, and what tests of student learning should measure.
  • Time and money need to be invested to support teachers' understanding of the curriculum and to develop an ethos of collaboration within schools. Also needed are ongoing professional development programs to support teachers' substantive work together.
  • ...1 more annotation...
  • competitive teacher assessment schemes could reinforce teacher isolation. If teachers are competing with one another for merit pay, why should they collaborate with one another?
  • Roland Gesthuizen on 20 Apr 12
     
    "Educators spend most of their time distanced from their colleagues. Instead of forcing them to compete with each other, we should help them find new ways to work together."
Mark McDonough

Diigo 101 - Student Learning with Diigo - 110 views

sites.google.com/...introduction-to-diigo

diigoproject diigo bookmarking research tools web2.0

shared by Mark McDonough on 17 Feb 11 - No Cached
  • Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century.
    • terenceonline
      terenceonline on 17 Feb 11
       
      Good Summary of Diigo
  • My Network is a new Diigo social features that adds to the product's strength. My Network creates a "content-centric social network," in which people are connected by what they clip, tag, and highlight. Users will be able to collaborate with other users based not on who is a friend to whom, but rather by who is interested in what. My network delivers web content specifically tailored to a user interests and shows users with similar interest. Participation in a larger network is made possible with its community features that connects users with people with common interests; thus, building global communities around topics and knowledge, tags, and sites.
  • Digest of Internet Information, Groups and Other Stuff (Diigo) is a powerful free social bookmarking website with annotating capabilities.
    • Mark McDonough
      Mark McDonough on 23 Jun 12
       
      Bold the first letters of the Diigo acronym: Digest, Internet, Information, ...
  • terenceonline on 17 Feb 11
     
    Diigo is much more than a simple web annotation or social bookmarking tool. It is an online research and collaborative research tool that integrates tags, digital highlights, interactive sticky notes, captured snapshots, and group-based collaboration, allowing a whole new process of online information management, learning, and teaching in the 21st Century. 
  • Sharon Cleaveland on 03 Apr 12
     
    This is a great resource on Diigo and how to use.
Elizabeth Resnick

How Schools Can Teach Innovation - WSJ.com - 5 views

online.wsj.com/...lMyQjAxMTAyMDEwNTExNDUyWj.html

21stCenturyLearning project based learning innovation

shared by Elizabeth Resnick on 17 Apr 12 - No Cached
  • problems can never be understood or solved in the context of a single academic discipline
  • all courses are interdisciplinary and based on the exploration of a problem or new opportunity.
  • young innovators are intrinsically motivated. T
  • ...6 more annotations...
  • The play is discovery-based learning that leads young people to find and pursue a passion, which evolves, over time, into a deeper sense of purpose.
  • Teachers need professional development to learn how to create hands-on, project-based, interdisciplinary courses.
  • Students should have
  • digital portfolios that demonstrate progressive mastery of the skills needed to innovate.
  • play, passion and purpose.
  • To succeed in the 21st-century economy, students must learn to analyze and solve problems, collaborate, persevere, take calculated risks and learn from failure.
  • Elizabeth Resnick on 17 Apr 12
     
    To succeed in the 21st-century economy, students must learn to analyze and solve problems, collaborate, persevere, take calculated risks and learn from failure. 
Glenn Hervieux

CUE Conference Keynote: Common Core - Transforming Teaching & Learning | Catlin Tucker,... - 56 views

catlintucker.com/...cue-conference-keynote

pedagogy presentation video English

shared by Glenn Hervieux on 08 Apr 13 - No Cached
  • Glenn Hervieux on 08 Apr 13
     
    Katlin Tucker, a dynamic high school teacher presents her approach-pedagogy-instructional strategies to transform teaching and learning. She demonstrates ways she helps engage students and grow skills in several areas, including communication, comprehension & critique, collaboration, content knowledge, etc. A couple of her main tools include Collaborize Classroom and Google Docs. 
Sheri Edwards

Teacher Magazine: Teaching Commission Pushes Collaborative Learning Teams - 23 views

www.edweek.org/...plt_nctaf.html

teacher magazine collaboration collaborative learning professional development NCTF

shared by Sheri Edwards on 07 Jul 10 - Cached
  • Sheri Edwards on 07 Jul 10
     
    collaborative learning works for teachers
Sasha Thackaberry

E-learning on the rise - 28 views

www.ccdaily.com/...e-on-rise.aspx

survey results NACCE elearning increasing trend

shared by Sasha Thackaberry on 18 May 14 - No Cached
  • ​E-learning is a growing trend at community colleges, according to survey results from the National Association for Community College Entrepreneurship (NACCE) and Hewlett-Packard (HP).
  • E-learning is already used at 47 percent of community colleges and is expected to increase to 55 percent within two years. The survey of 578 community college faculty was conducted by Eric Liguori, an assistant professor at California State University.
  • Eighty-four percent of respondents believe e-learning is a valuable educational tool.
  • ...4 more annotations...
  • The top five benefits of e-learning identified by respondents are: It increases access through location and time-flexible learning. More resources and information are available to students 24/7. Teachers can use a wide variety of tools and methods for teaching. It is a good supplement to face-to-face curriculum. It can lead to a richer learning experience if integrated correctly, freeing up class time for more engaging activities. This experience is often referred to as “flipping the classroom.”
  • When asked about the barriers to adopting online learning, faculty cited such concerns as doubt about its capability and reliability, acceptance by students and teachers, and lack of resources, such as time and technical support.
  • Twenty-three percent of respondents said the effectiveness of e-learning depends on the resources available, including the format and features of courses. For example, e-learning is best when teachers are adequately trained to use it, there is high-quality content and curriculum design, it’s used in conjunction with real-world situations and there is opportunity for student-teacher interactions, discussion boards and collaborative projects.
  • “Our survey looked at how community college faculty members are using e-learning as a cost-effective means” to increase completion rates and ensure that “students walk away with credentials that are meaningful in the workplace and that they are prepared for the careers they hope to pursue, including, for many, the start of entrepreneurial endeavors,” said NACCE President and CEO Heather Van Sickle.
carmelladoty

PCN Strategies: Careers | LinkedIn - 21 views

www.linkedin.com/...careers

common core careers teach to the future

shared by carmelladoty on 08 Jan 14 - No Cached
  • carmelladoty on 08 Jan 14
     
    This video demonstrates how products are being developed using open source and open funding. I am going to show this to teachers in a PD session to discuss how the workplace is changing and why students need to learn how to work in collaborative groups. This is important because workplaces are going in this direction. In our classrooms, teachers need to have students involved in collaborative work where they are using higher order thinking skills to create. This methodology supports Common Core curriculum and teach to the future.
trisha_poole

The use of social networking sites for foreign language learning: An autoethnographic s... - 19 views

www.ascilite.org.au/...Cclark-full.pdf

education web2.0 onlinepdf ascilite research blendedlearning flexiblelearning fbl fli learning&teaching learningdesign resources review

shared by trisha_poole on 10 Jan 11 - No Cached
  • trisha_poole on 10 Jan 11
     
    Despite their spectacular growth in both daily life and mainstream education, little research to date has been conducted concerning the use of social networking sites in foreign language learning. The aim of this study, therefore, is to examine the use of such sites to learn a foreign language. Using an auto-ethnographic approach that included self-aware participation, learner diaries and peer debriefing, we investigated the social networking site Livemocha to study Korean from our perspectives as native speakers and experienced teachers of English. Specifically, we focused our questions on aspects of socio-collaborative principles and practice. Results of a grounded, thematic analysis indicate that the site had number of counter-productive pedagogical impediments to language learning that included, for example, flaws in site design. We conclude our paper with suggestions for improved foreign language learning through social networking sites.
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.
Margaret FalerSweany

Educational Leadership:Writing: A Core Skill:Teach Critical Thinking to Teach Writing - 48 views

www.ascd.org/...Thinking-to-Teach-Writing.aspx

critical thinking writing skill

shared by Margaret FalerSweany on 16 Apr 14 - No Cached
  • critical thinking doesn't come easily for anyone
  • writing does not necessarily teach critical thinkin
  • the best way to help students learn critical thinking may be to actually teach it
  • ...1 more annotation...
  • although writing and thinking may be linked, students don't learn to think just by learning to write; rather, to learn to write, they need to learn to think.
  • deniseahlquist on 16 Apr 14
     
    An excellent article on the challenges we all face in become better at thinking critically and writing well. I have found that most students do better presenting arguments in written form when they have engaged in in-depth discussion, as then questioning and peer responses can prompt deeper thinking and make real the need to both cite and explain evidence. The Shared Inquiry method used in Great Books programs provides a focus on open, interpretive questions that require students to make an defend claims about the meaning of complex texts. The model lessons suggest a sequence of activities that supports multiple close readings, collaborative discussions, and writing throughout the process.
Nigel Coutts

Collaboration & Connectedness the Key to Quality Teaching - 70 views

thelearnersway.net/...ss-the-key-to-quality-teaching

learning collaboration thinking

shared by Nigel Coutts on 01 Nov 15 - No Cached
  • Nigel Coutts on 01 Nov 15
     
    Most teachers recognise the potential for collaboration between students and the importance of it as a component of a 21st Century education and yet many do not take full advantage of the opportunities they have for collaboration as teachers.
Karen Polstra

Classroom 2.0 - 62 views

www.classroom20.com

web2.0 education technology collaboration socialnetworking

shared by Karen Polstra on 16 Jul 09 - Cached
    • Justin Shorb
      Justin Shorb on 28 Sep 09
       
      How many members of the Diigo Ed group are using this forum? I don't want to be overwhelmed by too many social networking groups that I become inundated with too much information to be a truly participating member of any of them. I like the Diigo Ed group, so far!
    • Monika King
      Monika King on 10 Oct 09
       
      I enjoy reading the items in the Forum, but I have yet to contribute.
    • Meredith Johnson
      Meredith Johnson on 04 Nov 09
       
      I find the two forums match very well for what my interests are in education.
    • Deb White Groebner
      Deb White Groebner on 06 Mar 10
       
      While I am new to the Diigo Ed group (and like it so far), I joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around.
    • Antwon Lincoln
      Antwon Lincoln on 12 Apr 10
       
      Just a wonderful resource for all who are in to connecting classrooms with technology!
    • Phil Taylor
      Phil Taylor on 15 Jun 10
       
      I also belong to Diigo in Education as well as four of EDTech type groups, as well as one that I have created for my school.
    • Gerald Carey
      Gerald Carey on 05 Nov 10
       
      I also can see different uses for these two forums.
    • Susan Wanke
      Susan Wanke on 07 Apr 13
       
      I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with tons of ideas for all of us.
  • social network for those interested in Web 2.0 and Social Media in education
  • Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
    • Molly Hinkle
      Molly Hinkle on 15 Jul 11
       
      I'm wondering how the value of this will balance with the time required to do it right!
    • Karen Polstra
      Karen Polstra on 30 Jul 12
       
      Me too.  I just joined.  We will see.
  • Deborah Thonus on 16 Jul 09
     
    Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group!
  • ...5 more comments...
  • Virginia Meadow on 07 Sep 09
     
    The community for educators using Web 2.0 and collaborative technologies!
  • Bowling Bailey on 05 Nov 09
     
    I've been using it the last 3 weeks. There is a large group of educators there and usefull shared information.
  • dvaldez on 06 Nov 09
     
    I just joined the Classroom 2.0 ning about a week ago. It appears to have some valuable information. I am new to social networking, but am looking forward to the experience. I am very interested in Web 2.0 technologies so the ning seemed like a good place to start.
  • Biblioteca Juan Roa Vásquez on 18 Apr 11
     
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
  • Molly Hinkle on 15 Jul 11
     
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
  • Rod White on 19 Jul 12
     
    web 2,  classroom practice
  • Karen Polstra on 30 Jul 12
     
    This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm

eAchieve Twitter

shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
  • ...4 more annotations...
  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
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.
Ross Davis

islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views

islt9440.wikispaces.com/About+diigo.com

technology diigo

shared by Ross Davis on 15 Nov 10 - No Cached
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
  • The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. In an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the Internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
  • ...10 more annotations...
  • islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
  • Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
  • and tag websites
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
  • Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
  • Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
  • The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
  • Chuck Baker on 15 Nov 10
     
    My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
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