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Roland Gesthuizen

Resistance: A Productive Beginning for Change - The People Equation - by Jennifer V. Mi... - 2 views

people-equation.com/-overcome-resistance-to-change

change leadership motivation blog

shared by Roland Gesthuizen on 19 Jun 13 - No Cached
  • Roland Gesthuizen on 19 Jun 13
     
    "When people question a change, they are demonstrating an interest in the business and their role in it. They may not understand the reason for the change and the benefits it will provide, or may have a different perspective based on facts and experiences that are unknown to the leader. Either way, resistance is the beginning of a conversation about what is best for the business. It also is an opportunity to energize people about a new and exciting future. Here are five ways to overcome resistance to change:"
Steve Kelly

What would an exceptional middle and high school computer science curriculum include? -... - 48 views

www.quora.com/ter-science-curriculum-include

high school school computer computer science middle school curriculum science coding code programming include

shared by Steve Kelly on 26 Mar 15 - No Cached
  • What would an exceptional middle and high school computer science curriculum include?
  • This isn't a complete answer, but one thing the very first introductory classes should require is that the students turn off all their electronic computers and actually learn to walk through  algorithms with a computer that exists only on paper. (Or, I suppose, a whiteboard or a simulator.) This exercise would give the students a grounding in what is going on inside the computer as a very low level.My first computer programming class in my Freshman year of high school was completely on paper. Although it was done because the school didn't have much money, it turned out to be very beneficial.Another class I had in high school, that wouldn't normally be lumped into a Computer Science curriculum but has been a boon to my career, was good old Typing 101.
  • If you followed the CS Unplugged curriculum your students would know more about CS than most CS grads:http://csunplugged.orgIt's a really great intro to basic computer science concepts and very easy for students to understand.  Best of all you don't even need a computer per student if your school doesn't have the budget,
  • ...6 more annotations...
  • For younger students, I think that the ability to make something professional-looking, like a real grown-up would, is paramount.  Sadly, I think this means that LOGO and BASIC aren't much use any more*.
  • So, we have a few choices.  You can try to write phone apps that look just like real phone apps, design interactive websites that look just like real interactive websites, or do something with embedded systems / robotics.  Avoid the temptation to make these things into group projects; the main thing every student needs to experience is the process of writing code, running it, debugging it, and watching the machine react to every command.
  • It is important to consider what an 11 to 18-year old is familiar with in terms of mathematics and logical thinking. An average 11-year old is probably learning about fractions, simple cartesian geometry, the concept of units, and mathematical expressions. By 15, the average student will be taking algebra, and hopefully will have the all-important concept of variables under his/her belt. So much in CS is dependent on solid understanding that symbols and tokens can represent abstract concepts, values, or algorithms. Without it, it's still possible to teach CS, but it must be done in a very different way (see Scratch).
  • At this point, concepts such as variables, parenthesis matching, and functions (of the mathematical variety) are within easy reach. Concepts like parameter passing, strings and collections, and program flow should be teachable. More advanced concepts such as recursion, references and pointers, certain data structures, and big-O may be very difficult to teach without first going through some more foundational math.
  • I tend to agree strongly with those that believe a foundational education should inspire interest and enforce concepts and critical thinking over teaching any specific language, framework, system, or dogma.
  • The key is that the concepts in CS aren't just there for the hell of it. Everything was motivated by a real problem, and few things are more satisfying than fixing something you really want to work with a cool technique or concept you just learned.
  • Steve Kelly on 26 Mar 15
     
    Great resource for teachers (especially those of us not initially trained in Computer Science) about what should 'count' as Computer Science.  Worth the read!
My name is Ron Hyde

Motivate your students for that assessment. - 87 views

Get your students ready for the big test!!! Help your class get pumped up about taking the test by watching one of our now two Macklemore Parodies. 2013: Rock that Assessment (Thrift Shop) 2014: G...

Assessment

started by My name is Ron Hyde on 29 Mar 14 no follow-up yet
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx

teaching text complexity literacy

shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
Roland Gesthuizen

How to Focus More in Class: 11 Steps (with Pictures) - wikiHow - 112 views

www.wikihow.com/Focus-More-in-Class

attention classroom education Wikihow studying listening motivation productivity

shared by Roland Gesthuizen on 04 May 14 - No Cached
  • Roland Gesthuizen on 04 May 14
     
    "Slacking off during class isn't only a bad habit, but it's also very detrimental to your grade! Focusing in class really proves to teachers that you are a capable student but it also shows that you have got a solid level of maturity and self control, which will be very important in your future life. Read on to find out more about "How to Focus More in Class" "
anonymous

The beauty of unfinished work - The Learner's Way - 34 views

thelearnersway.net/...the-beauty-of-unfinished-work

shared by anonymous on 25 Jul 15 - No Cached
    • anonymous
      anonymous on 28 Jul 15
       
      I love this concept!  The focus is on the process of learning.  Doesn't that also help to identify the way we learn as well as the progress of the learning?
    • anonymous
      anonymous on 28 Jul 15
       
      The down side of this is that there also has to be some sort of focus on the importance of completing what is started.  Everything might not have to have an end product but some things certainly should have!
  • At times it has been deeply admonished and hidden from view. Individuals who failed were to be shunned or punished. At other times failure was to be avoided by setting the bar for success so low that failure was impossible. The result of this movement was that success became meaningless, achievable by all without risk and through little effort.
  • ...8 more annotations...
    • anonymous
      anonymous on 28 Jul 15
       
      The generation when who were deeply admonished and hidden is older and most are relieved that this is no longer the case.  The generation who were shunned or punished seem to still be a part of the mainstream but most have embraced that this is no longer the case.  The generation who were part of the low expectations with failure impossible seem to be the predominance of the population now and we are seeing that there is no concept of consequences, no motivation toward high achievement, and an attitude of entitlement.
    • anonymous
      anonymous on 28 Jul 15
       
      This seems like we are evolving but moving more in a cyclical fashion and thinking more like the early innovators in our country - Jefferson, Franklin, Ford, Bell - We see a need for something and strive to create it - marking our failures as a way of knowing, "well that won't work so lets find something that will."
  • A culture that accepts failure as a part of the learning process will need to take time to celebrate the steps taken towards learning as much as it celebrates the finished product.
  • A digital work of art, of music of writing is never truly finished, it grows and transforms over time. 
    • anonymous
      anonymous on 28 Jul 15
       
      Transformation from the mindset of this is done, this if finished, this is the final draft to here is where we are at this point but it may be revisited, revised, refined at a later time.
  • mistakes are a sign that the learning is not pitched at a level below the needs of the students; if the students are not making mistakes when they engage with new learning the expectation has been set too low.
  • What must be avoided is a belief that mistakes are to be accepted without an equal emphasis on identifying and understanding their causes.
    • anonymous
      anonymous on 28 Jul 15
       
      Identify and understand the causes of mistakes so that another attempt can be made at correcting them and progress is made!
  • Nigel Coutts on 25 Jul 15
     
    There is a danger in seeking finished perfection in all that we do. There is a risk that our students will focus solely on the attributes that define a finished piece and overlook the importance of the process that leads to it.
anonymous

21 Rules for Social Media Engagement| The Committed Sardine - 30 views

www.committedsardine.com/blogpost.cfm

socialnetworking

shared by anonymous on 29 Jun 10 - Cached
  • It’s the devices we employ, the intentions that motivate engagement, and the value we offer that dictate the significance of the brand-specific social graphs we weave. It’s a simple investment in either visibility or presence. In social media, just like in the real world, presence is felt.
  • Embody the attributes you wish to portray and instill. Operate by a code of conduct.
  • Become a true participant in each community you wish to activate.
  • ...6 more annotations...
  • Introduce value, insight and direction with each engagement.
  • Consistently create, contribute, and reinforce service and value.
  • Establish and nurture beneficial relationships online and in the real world as long as doing so is important to your business.
  • keep you connected to day-to-day engagement.
  • becoming a resource to your communities.
  • Give back, reciprocate, and recognize notable contributions from participants in your communities.
  • anonymous on 29 Jun 10
     
    These "rules" are aimed at business but many are true for education too.
Roland Gesthuizen

Closing the talent gap | Social Sector Office - 16 views

www.mckinsey.com/...Closing_the_talent_gap.aspx

report teacher teachertraining kckinsey motivation engagement international

shared by Roland Gesthuizen on 21 Sep 10 - No Cached
  • Roland Gesthuizen on 21 Sep 10
     
    Improving teacher effectiveness to lift student achievement has become a major theme in U.S. education. Most efforts focus on improving the effectiveness of teachers already in the classroom or on retaining the best performers and dismissing the least effective. Attracting more young people with stronger academic backgrounds to teaching has received comparatively little attention.
Melanie Barkley

Reading Quotes - A Great Collection of Quotes Relating to Reading - The Literacy Company - 76 views

www.readfaster.com/readingquotes.asp

reading quotes literacy

shared by Melanie Barkley on 07 Sep 10 - Cached
  • Donna Baumbach on 07 Sep 10
     
    "Education, General, Learning, Literacy, Motivation, Reading, Speed Reading and Top Rated to see the great quotes collected over the years."
Marc Patton

Adrian Bruce's Educational Teaching Resources-Reading Games-Math Games-Educational Soft... - 80 views

www.adrianbruce.com

Teacher_Resources Teaching_Ideas Language_Arts Mathematics SMART_Notebook

shared by Marc Patton on 08 Nov 10 - Cached
  • Darrin Schumacher on 08 Nov 10
     
    A good resource for teaching Literacy
  • Marc Patton on 29 Jun 12
     
    In recent years I have developed a reputation nationally and internationally in the field of education as an, '...exemplary user of Information and Communication Technologies in the modern classroom'.
Roland Gesthuizen

Inspiration delivers. | The Principal's Posts - 110 views

principalposts.edublogs.org/...inspiration-delivers

principal motivation training PD teachertraining blog

shared by Roland Gesthuizen on 27 Nov 10 - No Cached
  • Roland Gesthuizen on 27 Nov 10
     
    My vision for how staff development should look in my school has undergone a transformation over the past year. In my first year as a principal I recall the dread of conducting the marathon faculty meeting on opening day, droning on and on about everything from recess line-up procedures to my expectations for lesson plan submissions.
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views

uk.techcrunch.com/...e-taught-in-uk-primary-schools

twitter technology literacy education UK socialmedia

shared by Ed Webb on 25 Mar 09 - Cached
  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
  • ...8 more annotations...
  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Ed Webb on 25 Mar 09
     
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
Andy Whiteway

Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html

shared by Andy Whiteway on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...5 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • Don't distribute the technology randomly. Electronic mail is useless unless the people you want to communicate with are also online, and people will not read their e-mail unless they want to. Therefore, you should focus your effort on particular communities, starting with the communities that have a strong sense of identity, a good record of sharing information, and a collective motivation to get online.
    • Andy Whiteway
      Andy Whiteway on 24 Mar 09
       
      This community could so easily be the students - but how often do schools seem to be obsessed with givgin staff lots of access to technology and email but block/restrict students' use of it?
Dana Huff

Student Expectations Seen as Causing Grade Disputes - NYTimes.com - 0 views

www.nytimes.com/...18college.html

shared by Dana Huff on 22 Feb 09 - Cached
    • Dana Huff
      Dana Huff on 22 Feb 09
       
      I have seen this in high school, too. I think students have learned that A is doing going to be the default grade but the exceptional grade, but I have to admit C is not my defaut grade either, but a low grade.
  • “Instead of getting an A, they make an A,” he said. “Similarly, if they make a lesser grade, it is not the teacher’s fault. Attributing the outcome of a failure to someone else is a common problem.”
    • Dana Huff
      Dana Huff on 22 Feb 09
       
      External locus of control seems to be attained later and later. I have many times explained this distinction to students. They see grades as something that results from how much a teacher likes them or luck more than how much effort they put in or how well they've written.
  • if students developed a genuine interest in their field, grades would take a back seat, and holistic and intrinsically motivated learning could take place.
    • Dana Huff
      Dana Huff on 22 Feb 09
       
      Sadly, I wonder how realistic this is, based on what I've seen. I wish I taught in a school with no grades. They come between the student and learning.
Ed Webb

Student Expectations Seen as Causing Grade Disputes - NYTimes.com - 0 views

www.nytimes.com/...18college.html

nytimes news grading

shared by Ed Webb on 19 Feb 09 - Cached
  • students must “read for knowledge and write with the goal of exploring ideas.” This informal mission statement, along with special seminars for freshmen, is intended to help “re-teach students about what education is.”
  • if students developed a genuine interest in their field, grades would take a back seat, and holistic and intrinsically motivated learning could take place
  • Ed Webb on 19 Feb 09
     
    Grades and entitlement
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