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iPads in Education Tweets
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buddyxo Coding on the iPad: http://t.co/J55XxcXl. Looki
Finally, the goal of this community is to promote innovation in education
through the use of technology. The site is not sponsored by Apple nor does it
endorse the use of any specific technology or product.
Finally, the goal of this community is to promote
innovation in education
through the use of technology. The site is not
sponsored by Apple nor does it
endorse the use of any specific technology or
product.
Tablet computing and mobile devices promise to have a dramatic impact on
education. This Ning network was created to explore ways iPads and other
portable devices could be used to re-structure and re-imagine the processes of
education.
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
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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
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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.
"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
with complete confidence. Our online trainings show you how.
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Common Sense announces di
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Common Sense Media announced plans to create a digital driver’s license, an
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Read
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Internet safety FREE curriculum and implementation guides. The site has admin, teacher, and student resources. Digital Passport is one of the Internet Safety programs available.
Some questions: Is it possible to get an RSS feed of group annotated links that are no longer live pages, but are instead highlighted static pages? This way I can get a feed of a the links that ...
Feed readers
are probably the most important digital tool for today's learner because they
make sifting through the amazing amount of content added to the Internet
easy. Also known as aggregators, feed readers are free tools that can
automatically check nearly any website for new content dozens of times a
day---saving ridiculous amounts of time and customizing learning experiences for
anyone.
Imagine
never having to go hunting for new information from your favorite sources
again. Learning goes from a frustrating search through thousands of
marginal links written by questionable characters to quickly browsing the
thoughts of writers that you trust, respect and enjoy.
Feed readers can
quickly and easily support blogging in the classroom, allowing teachers to
provide students with ready access to age-appropriate sites of interest that are
connected to the curriculum. By collecting sites in advance and organizing
them with a feed reader, teachers can make accessing information manageable for
their students.
Here are several
examples of feed readers in action:
Used specifically as
a part of one classroom project, this feed list contains information related to
global warming that students can use as a starting point for individual
research.
While there are literally dozens of different feed reader
programs to choose from (Bloglines andGoogle Reader are two
biggies), Pageflakes is a favorite of
many educators because it has a visual layout that is easy to read and
interesting to look at. It is also free and web-based. That
means that users can check accounts from any computer with an Internet
connection. Finally, Pageflakes makes it quick and easy to add new
websites to a growing feed list—and to get rid of any websites that users are no
longer interested in.
What's even
better: Pageflakes has been developinga teacher version of their tooljust for us that includes an online grade tracker,
a task list and a built in writing tutor. As Pageflakes works to perfect
its teacher product, this might become one of the first kid-friendly feed
readers on the market. Teacher Pageflakes users can actually blog and create a
discussion forum directly in their feed reader---making an all-in-one digital
home for students.
For more
information about the teacher version of Pageflakes, check out this
review:
An example of teacher posting and student responses/posts in Edmodo
Me to
2* Science
Diffusion, Osmosis, & Active Transport Notes
Turned in (0)
DUE:
May 24, 2012
Please
fill-in as we go through them in class. I will upload a separate document with
the diagrams. I will create a handout of the diagrams so please DO NOT print
from here.
Diffusion, Osmosis, & Active Transport Notes...
Show Full Post Show Less
Cathy,
I loaded the Diigo toolbar in IE, Firefox, and Chrome. It's the only toolbar I use. In Firefox and IE, I click on the Diigo icon in the toolbar and mouse hover over "See All Annotations". Another menu will open in whcih you can select the setting you desire in regards to public and private annotations/sticky notes.
I like using the highlighting and sticky notes. This can be a great tool to use with my students. Just like I am doing for Edmodo by pointing out the different features of the site.
You can't remove them as they are not your notes, they were published by somebody else in a group where you have access to (Public, Diigo in Education, etc.).
You have the option to hide them through the Diigo toolbar, or you can abandon the group not to see any notes from any member in it. :)
this is one of the most important reasons for data and using the data to help guide instruction
the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
We have to keep developing our capabilities and avoid falling behind.
no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
outside ears, and eyes, are important
For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
they did not necessarily have any special expertise in a content area, like math or science.
Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
The coach also makes you aware of where you are excelling!
So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
I know that I’m learning again.
It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
Post homework, Upload Documents to share with the class
Post upcoming events to your calendar, Post articles of interest and links to resources, Receive documents uploaded by students
Start a class message board, just for you and your students
Create unlimited numbers of photo albums
Post homework
Upload Documents to share with the class
Post upcoming events to your calendar
Post articles of interest and links to resources
Receive documents uploaded by students
Start a class message board, just for you and your students
Create unlimited numbers of photo albums
Post homework
Upload Documents to share with the class
Post upcoming events to your calendar
Post articles of interest and links to resources
Receive documents uploaded by students
Start a class message board, just for you and your students
Create unlimited numbers of photo albums
Upload Documents to share with the class
Post upcoming events to your calendar
Post articles of interest and links to
resources
Receive documents uploaded by students
Start a class message board, just for you and your
students
Create unlimited numbers of photo albums
This was no different in my experience. There was not one class where I was asked to move to work with someone else. However, there was opportunity for engagement with others, where the teacher let the students do the talking and the working.
Passive engagement is how I would describe most students to 'sat and got' while the teacher spoke. However, this was not the case in 100% of classes I shadowed/participated in.
build in a hands-on, move-around activity into every single class day. Yes, we would sacrifice some content to do this – that’s fine.
This was not true for all my classes today when I shadowed. The teacher in one class served as a model to annotate an article while we did the same. We were left to our own devices to write the main idea in 2-3 sentences, too. We also had to sum up our learning by analyzing topics in some pretty tough questions in Physics, and the final question was to put it all together and list a real-world example. I thought this was clever.
Early in my career, I also was asked to shadow students (when we were choosing schools for a funded project) and it was definitely one of the most eye-opening experiences I've had. I could not believe how resentful and angry I felt at the end of the day and I think of myself as someone who just loves to learn, but I did so little of it in most of the classes. After the experience, I was no longer surprised that students struggle to stay focused, and I redoubled my efforts to help support teaching and learning experiences that actively engage learners in building understanding. Highly recommend this experience for any teacher, coach or administrator.
If I could go back and change my classes now, I would immediately:
Offer brief, blitzkrieg-like mini-lessons with engaging, assessment-for-learning-type activities
set an egg timer every time I get up to talk and all eyes are on me. When the timer goes off, I am done.
Ask every class to start with students’ Essential Questions or just general questions born of confusion from the previous night’s reading or the previous class’s discussion.
Yes, they do work hard, but is it productive and best for student learning to be doing everything while students are passive? Why not make the kids do the heavy lifting so it is best for them?
I've used Diigo teacher account to set up accounts for my 105 fifth graders this past spring. I put all students in a main group (Colonial Resources) and then students studying a particular colony ...
Using Diigo for Organizing the Web for your Class
31
07
2007
A good friend of mine, Randy Lyseng, has been telling people of the tremendous power and educational value that can be gained from social bookmarking in the classroom. His personal favourite is Diigo.
My preference is a social bookmarking tool called http://diigo.com. With diigo, you can highlight, add stick notes and make your comments private or public. (Randy Lyseng, Lyseng Tech: Social Bookmarking, November 2006)
After listening to Randy praise Diigo at every opportunity, I finally started playing with the site (and corresponding program, more on that in a bit) this summer (I know Randy - I’m slow to catch on…)As I started to play with the system, my mind started reeling with all the possibilities. First off, like any other social bookmarking tool, Diigo allows you to put all your favorites/bookmarks in one “central” location. Students can access them from ANY computer in the world (talk about the new WWW: whatever, whenever, where ever). They just open up your Diigo page, and there are all the links. But that’s just the tip of the iceberg. Diigo’s power lies in it’s group annotations. That’s right, people can now write in the margins of webpages. You can highlight passages of interest, write notes, and even write a blog entry directly from another webpage, quoting passages right from the original text. Sounds great - but to do all that it must be complicated right?
Nope. To use these advanced features all you need to do is run the Diigo software. This can either be done using a bookmarklet or by downloading and installing the Diigo toolbar. While both have basically the same features, the toobar is less finicky, and allows you to use contextual menus to access features quickly. I also find the toolbar’s highlighting and sticky notes to be easier to read. Ok fine… I can leave notes on webpages - so what?
Here’s an example. I’m thinking about having my 7B’s record radio plays. I’ve looked them up online and found many scripts from all the old classics available. However many also contain the old endorsements from tobacco and other companies. So I go to a play that I’d like to my students to record and highlight the old commercial. If they’re using diigo when they access this page they’ll see the same text highlighted in pink, and when they mouse over the highlighted text they’ll get a hidden message from me - “I’d like you to write a new advertisement for this section. What other advertisement do you think we could write for here? Write an ad for a virtue or trait that you think is important. For example - “Here’s a news flash for every person in Canada. It’s about a sensational, new kind of personality that will make you the envy of all those around you. It’s call trustworthiness. Why with just a pinch of this great product….” They now have a writing assignment to go along with the recording of the radio play.
Adding assignments is just one possibility. You can ask questions about the site, or have students carry on conversations about the text. Perhaps about the validity of some information. These notes can be made private (for your eyes only), public, or for a select group of people. You could use the same webpage for multiple classes, and have a different set of sticky notes for each one! Diigo will also create a separate webpage for each group you create, helping you organize your bookmarks/notes further! This technology is useful for any class, but I think is a must have for any group trying to organize something along the lines of the 1 to 1 project. I’m hoping to convince all the core teachers to set up a group page for their classes, and organize their book marks there! I’ve already started one for my 7B Language Arts Class!
One of the first questions I was asked when I started looking at this site, and more importantly at the bookmarklets and toolbar was is it secure? Will it bring spyware onto our systems? How about stability? I’ve currently been running the Diigo bookmarklet and toolbar on 3 different browsers, Explorer, Firefox, and Safari (sorry, there’s no Safari toolbar yet), across 4 different computers and 2 different platforms with no problems. I’ve also run every virus and spyware scan I can think of, everything checks out clean. I’ve also done an extensive internet check, and can’t find any major problems reported by anyone else. To my mind it’s an absolutely fantastic tool for use in the classroom. Thanks Diigo! And thanks Randy for pointing me in the right direction!
n contrast to others who are not as prone to divulge their feelings about their creative process
"Variation in style may have historical explanation but
[End Page 94]
no philosophical justification, for philosophy cannot discriminate between style and style."3
The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
I need . . . to become involved, to come into a state where I do something without knowing why I do i
This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
as, as these examples show, dreams can also solve certain problems of the creative process.
In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
Furthermore, for some composers the musical influence can emerge from the development of computer technology.
In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
After all, the creative process is an elusive cultural activity with no recipes for making it happen.
n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
After all, the quality of mystery is a common theme in nearly every composer's accoun
Failing this, musical creativity remains a predictable academic exercise
Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
. On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Why not create multiple types of videos? YouTube allows "choose your own path" videos that can let you alter the video based on the responses during viewing.
Great way to provide equitable access opportunities
Teachers need to figure out what they want to get out of a flipped classroom, says Marine City High’s Ming. “What’s the purpose of doing it? Is it because you’re looking for more time in your curriculum to do hands-on activities?” An AP government teacher told Ming the best part of teaching his class was holding class discussions. The flipped classroom helped him get through the material with time to spare for conversation.
The purpose is always the key. Don't try to implement this "just because" or excessively. It is a great tool, but not always the right one.
Watching videos also means more sitting in front of devices. The American Academy of Pediatrics recommends kids limit “screen time” to two hours a day because too much exposure has been linked to obesity, irregular sleep, behavioral problems, violence, and less time for play.
Why not flip it with podcasts that students can listen to while walking, driving, etc.
Students need to feel as though their teachers are guiding them to the best materials, not merely giving them a list of videos to watch, says Valenza
“Teachers should keep posing the ‘why,’” says Bob Schuetz, the technology director at Palatine High School in Illinois. “Why am I doing this? Why is it beneficial to students?”
“The teacher walks around and helps everyone. It’s not a get-out-of-jail-free card for teachers not to teach.” It’s also not a way for kids to get out of doing anything at home. “Flipping what the kid does means they do the work ahead of time, come to class, and debrief,” explains Michelle Luhtala (aka the
“The end goal is personalized education. The flipped classroom is just a means to that end.” Students can use the videos to learn at their own pace—any time or place, says Roberts. “These students can replay their teacher’s explanation of a new concept as many times as they need to without fear of holding up the rest of the class.”
a librarian at Bullis School in Potomac, MD, gives students videos, Web pages, and screenshots about the nuts and bolts of the library, which frees up more time to devote to their research projects.
ure, some kids will ignore the video. “The same kids who don’t currently do their homework will not watch the lecture,” says McCammon. “But as you start making your class more engaging, kids who don’t usually do their homework will start doing it because they want to participate in the class.” Kids write questions down while they’re watching the video, and then the first 10 minutes of class is for discussion of what they’ve seen.
Group members as friends - You as the teacher has the option to
automatically make all students in the same class group as friends with
one another on Diigo so they can easily communicate with each other.
This is especially needed since student accounts have been pre-set to
only allow messages from friends only.
This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
the theme of “Trust and Regulation”
my Canadian values of equality, diversity, safety and choice
high degree of trust for teachers, administrators and district decision makers
Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
systems of education can achieve and can be highly ranked without the use of formalized testing
We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
can even sometimes do more harm then good
such tests are not always authentic
First and foremost, teacher voice needs to be heard and respected
As principals, we need to empower our teachers and community
the importance of the teacher/principal relationship came up over and over and over
Trust – allows me to teach in my style, developing my own curriculum
I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
We too need to think different because change can start with us
We need to make our voices heard by be socially active
By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
We need to remind our leaders that we are not just teachers of academics but we teach the whole person
Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
The conference in Jerusalem, Israel that Van Leer hosts each year is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad. This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student - was one of privilege and opportunity.
I'm interested to see where this conversation goes next. There's some great information and pointers here. Thanks for the blog link, Andy. I'll be keeping up with what you're writing. In just ove...
Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach.
Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
Tip 1: Think big, but start small.
Tip 2: Patience is a virtue when trying something new.
Tip 4: Weaving media together makes them stronger.
Tip 5: Students need to know where they can get online.
Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
I even wrote the local computer recycling center to request a computer for my class.
If you accept that Learning is a Conversation, and that some of the most powerful learning can take place in the process of conversing and exchanging ideas with others, then setting up ways to have as many of these conversations as possible seems like an obvious thing to do.
It might be easy to think that the people on the stage at conferences have the knowledge and that if we simply listen to them we will get wisdom, but the truth is that sometimes it just doesn't work like that, and even if it does, most of those ideas gather far more momentum once we start to internalise them through further conversation with others. Ideas beget ideas, one thing leads to another, and you often find some of the best, most useful ideas come to you not from what was said by a speaker, but from things that came to to you as a result of further conversation about what was said. (by the way, the same logic applies in classrooms too!)
If we limit our notion of learning to the "official" channel - the teacher, the textbook, the syllabus - we miss so much. Yes, learning happens at school, but what about outside school? Yes, learning happens in the classroom, but what about outside the classroom? Yes, learning happens in the act of "being taught", but what about when we are not "being taught"?
Our schools system implies that when we ring the bell to signal the start of a class, we are really saying that the learning starts... wait for it... now! And at the end of the lesson we ring it again to say the learning now stops. Ok, school's over, you can all stop learning now. Until tomorrow.
if we acknowledge that creativity in education is important, then how can we teach kids to be creative if we continue to focus on just regurgitating standard answers to standard questions, year after year. Because if it's only about learning pre-defined content then you don't need creativity, and you don't need conversation. Learning in messy and there is no point extending our thinking into new and creative areas if we aren't committed to that notion, because that just muddies up all those nice clean facts we have to remember.
Papert said that the one really valuable skill for a 21st century learner is that of being able to "learn to learn"... To be able not just to know the answers to what you were taught in school, but to know how to find the answers to those things you were not taught in school.
So how do virtual communities fit into this? They are an obvious and convenient way of extending conversations with other likeminded people, no matter where (or when) in the world they might be.
Unfor
If you
accept
that
Learning
is a
Conversation
, and that
some of the
most powerful learning can take
place in the process of
conversing and exchanging ideas with others,
then
setting up ways to have
as many
of these conversations as possible seems like an
obvious
thing to
do.
If we limit our notion of learning to the
"official" channel - the teacher,
the
textbook, the syllabus - we miss so much. Yes, learning happens at
school, but what about outside school? Yes, learning happens in the classroom,
but what about outside the classroom? Yes, learning happens in the act of "being
taught", but what about when we are not "being taught"?
Our schools
system implies that when we ring the bell to signal the start of a class, we are
really saying that the learning starts... wait for it... now!
And
at the end of the lesson we ring it again to say the learning now stops. Ok,
school's over, you can all stop learning now. Until tomorrow.
if we
acknowledge that creativity in education
is
important,
then how can we teach kids to be creative if we continue to focus on just
regurgitating standard answers to standard questions, year after year. Because
if it's only about learning pre-defined content then you don't need creativity,
and you don't need conversation. Learning in messy and there is no point
extending our thinking into new and creative areas if we aren't committed to
that notion, because that just muddies up all those nice clean facts we have to
remember.
EXCELLENT SITE!
Lists of apps for k-6, teachers and parents
