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Peter Beens

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

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

teachers tips communication parents

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

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "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
Roland Gesthuizen

3 Ideas to Prevent Schools from Killing Creativity, Curiosity, and Critical Thinking | ... - 9 views

www.creativitypost.com/...ivity_curiosity_and_critical_t

school creativity curiosity thinking criticalthinking

shared by Roland Gesthuizen on 13 Dec 11 - No Cached
  • there will always be curious and creative characters in our world. But instead of relying on serendipity, lets intentionally cultivate these characters. Unless we want the future to be in the hands of mindless drones who can follow directions and regurgitate information, it's time for a change
  • Roland Gesthuizen on 13 Dec 11
     
    If we want kids to experience a sense of wonder and discover new information on their own (curiosity), if we want them to generate novel, adaptive ideas (creativity), and if we want them to derive their own perspectives and conclusions after a discussion (critical thinking), then the current educational system is a failure.
dmassicg

Why Teachers Want Technology (And Why They Can't Have It) - Edudemic - 0 views

edudemic.com/...logy-and-why-they-cant-have-it

Technology edtech Teachers

shared by dmassicg on 19 Nov 12 - No Cached
  • What do teachers want? A new study from PBS Learning Media details (in a highly visual manner) exactly what teachers want these days. From budgets to technology to web tools to increased engagement, it’s all here. The following infographic is definitely worth printing out and posting around your school. If you’re in the middle of determining what teachers, students, and parents want in your district, use this as a jumping off point to start the discussion. Key Findings Just 1 in 5 teachers say they have the right amount of technology in their classroom The biggest hurdle to getting improved technology? Budget. Teachers want new technology because it provides new learning experiences and a motivation to learn. Web 2.0 tools are the most-used pieces of technology in the classroom.
Roland Gesthuizen

Education Rethink: What Didn't Happen at #ISTE12 - 3 views

www.educationrethink.com/...at-didnt-happen-at-iste12.html

ISTE2012 leaguetable keynote blog activism

shared by Roland Gesthuizen on 13 Jul 12 - No Cached
  • Roland Gesthuizen on 13 Jul 12
     
    "I want to see teachers stand up and speak as passionately about democracy, social justice and critical thinking as they do apps and iPads. I want to see teachers tell stories, not just about student projects, but about how standardization is getting in the way of authentic learning. I want to see us recover a vision of education as the development of critical thinking citizens rather than the kickstart campaign for a lagging economy"
Christopher Lee

Why I Like Prezi - 0 views

blog.pamelafox.org/...why-i-like-prezi.html

prezi powerpoint ppt presentation edtech tools

shared by Christopher Lee on 25 Jul 12 - No Cached
  • Christopher Lee on 25 Jul 12
     
    Why I Like Prezi In my life, I have given a *lot* of presentations. In high school, they were presentations on group projects. In university, they were presentations on research projects. At Google, they're presentations on how to use our APIs. When I first started giving presentations, I used Powerpoint, like everyone else. But I kept thinking there must be a better way, and I experimented with other options - flash interfaces, interactive Javascript apps. Then I discovered Prezi, and it has become my presentation tool of choice. Prezi is an online tool for creating presentations - but it's not just a Powerpoint clone, like the Zoho or Google offering. When you first create a Prezi, you're greeted with a blank canvas and a small toolbox. You can write text, insert images, and draw arrows. You can draw frames (visible or hidden) around bits of content, and then you can define a path from one frame to the next frame. That path is your presentation. It's like being able to draw your thoughts on a whiteboard, and then instructing a camera where to go and what to zoom into. It's a simple idea, but I love it. Here's why: It forces me to "shape" my presentation. A slide deck is always linear in form, with no obvious structure of ideas inside of it. Each of my Prezis has a structure, and each structure is different. The structure is visual, but it supports a conceptual structure. One structure might be 3 main ideas, with rows of ideas for each one. Another might be 1 main idea, with a circular branching of subideas. Having a structure helps me to have more of a point to my presentations, and to realize the core ideas of them. It makes it easy to go from brainstorming stage to presentation stage, all in the same tool. I can write a bunch of thoughts, insert some images, and easily move them around, cluster them, re-order them, etc. I can figure out the structure of my presentation by looking at what I have laid out, and seeing how they fit together. Some people do this
Marc Patton

Memrise - the fun way to learn anything - 104 views

www.memrise.com/welcome

ESL Online_Learning_Environments Teaching_Tools Teacher_Resources Spanish Science

shared by Marc Patton on 28 Sep 12 - No Cached
  • Marc Patton on 28 Sep 12
     
    We want to reinvent the way people learn. We want to make learning as easy and fun as it can be, using the best technology and science around. We want to take learning out of the classroom and turn it into play.
Margaret FalerSweany

Want Students to Come to Class Prepared? Try Rolling the Dice. - 94 views

chroniclevitae.com/...-prepared-try-rolling-the-dice

reading Critical Thinking quiz

shared by Margaret FalerSweany on 07 Mar 14 - No Cached
  • Margaret FalerSweany on 07 Mar 14
     
    We all want our students to do the reading, and we all want them to come to class ready to discuss what they've read. Making that happen, however, is often a difficult proposition. Fernald and Swope provide techniques that take two tasks that most instructors dislike-administering pop quizzes and "cold calling on students"-and place them in the hands of the gods of probability.
summitlibrary

What's So Hard about Research? | Guest Blog, Scientific American Blog Network - 77 views

blogs.scientificamerican.com/...whats-so-hard-about-research

shared by summitlibrary on 06 Jun 14 - No Cached
    • anonymous
      anonymous on 06 Jun 14
       
      So many of my middle school students would come and ask, "Is this what you want?"  Then, they would get frustrated when I responded, "Well, what do you think?  Is that the best answer you can come up with for the question?"  
  • Many students were very uncomfortable with the idea that they would be making the decision about what form their project will take, and continually tried to get a stamp of approval.
  • Students today are accustomed to instant gratification, and therefore can be overwhelmed by tasks that require time-consuming research.
  • ...6 more annotations...
    • anonymous
      anonymous on 06 Jun 14
       
      I'm finding that I am becoming more like the students and wanting that instant gratification as well!  We are becoming scanners more than readers.
  • They do not stop researching and begin another activity because they got distracted;  in our experience, they are more likely to spin themselves in circles making no progress for an entire class period because they do not want to go through a cognitive process that will take “forever.”
  • · When students are given a research prompt by their teacher, students often do not care enough about the topic to really persevere.
    • anonymous
      anonymous on 06 Jun 14
       
      Use this strategy to help students become more invested: STRATEGY: I'm going to show you 30 seconds of this video and I want you to write down 3-4 questions you think this video is going to answer. Turn and talk to a neighbor to share your questions. After looking at the video clip, have students determine if their questions were answered and what questions they still need to answer. THEN, students are invested and have things they WANT to know about the topic.
  • There are very few things in life that our students have to wait for today
    • anonymous
      anonymous on 13 Jun 14
       
      I am sad to say that I am just as bad as the students in that I want to know things immediately and not have to wait.
  • anonymous on 06 Jun 14
     
    NetTrekker PD article for discussion
Siri Anderson

Freedom Schools Curriculum - 15 views

www.educationanddemocracy.org/...C_CC1_Units1to6.htm

Critical_Pedagogy Leslie_Dunlap US_history Myles_Horton 1965 race hegemony what works

shared by Siri Anderson on 23 Jun 19 - No Cached
  • Siri Anderson on 23 Jun 19
     
    "The SECONDARY SET OF QUESTIONS is: 1. What does the majority culture have that we want? 2. What does the majority culture have that we don't want? 3. What do we have that we want to keep"
Martin Burrett

Being bored by @sheep2763 - 7 views

ukedchat.com/...being-bored

shared by Martin Burrett on 15 Mar 19 - No Cached
  • Martin Burrett on 15 Mar 19
     
    "I am of an age where if, as a child, you said you were bored the answer was likely to be, "Only boring people are bored," and be left to find something to do. There was always something to do, go outside and throw a tennis ball against a wall, go out on your bike, do some colouring, play with the Lego, do a jigsaw OR if you really got bored do your homework or tidy your bedroom! Nowadays it seems that the majority of children do not often seem to say that they are bored. They don't often have to find their own entertainment, use their imagination or even have several hours at a time that are not pre-filled with activities. Parents (normally) want to do their best for their children. Charlie wants to do football - that's 5:30 on Wednesday, Sammie wants to do ballet - that's 4:00 on Thursday, extra maths, Judo, trampolining, swimming, cubs… the list goes on, frequently only limited by the time to fit the activities for 2/3/4 children into a week."
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.
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

www.newyorker.com/...personal-best

coaching teaching professional development

shared by anonymous on 14 Dec 16 - No Cached
Xiaojing Kou liked it
  • I compared my results against national data, and I began beating the averages.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
  • “What worked?”
    • anonymous
      anonymous on 14 Dec 16
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
      anonymous on 14 Dec 16
       
      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?
  • something to try.
    • anonymous
      anonymous on 14 Dec 16
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
      anonymous on 14 Dec 16
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
      anonymous on 14 Dec 16
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
      anonymous on 14 Dec 16
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
      anonymous on 14 Dec 16
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
      anonymous on 14 Dec 16
       
      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.
    • anonymous
      anonymous on 14 Dec 16
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  • anonymous on 14 Dec 16
     
    Valuable points about coaching - makes me want my own coach!
Marc Safran

Digital Natives, Digital Immigrants - 1 views

www.twitchspeed.com/...l%20Immigrants%20-%20Part1.htm

digitalnatives web2.0 pedagogy prensky article pd professionaldevelopment integration

shared by Marc Safran on 30 Jul 09 - Cached
  • Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach.
  • today's students think and process information fundamentally differently from their predecessors
  • we can say with certainty that their thinking patterns have changed
  • ...15 more annotations...
  • The importance of the distinction is this: As Digital Immigrants learn - like all immigrants, some better than others - to adapt to their environment, they always retain, to some degree, their "accent," that is, their foot in the past.
  • There are hundreds of examples of the digital immigrant accent. 
  • our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
  • Digital Immigrant teachers assume that learners are the same as they have always been, and that the same methods that worked for the teachers when they were students will work for their students now. But that assumption is no longer valid. Today's learners are different.
  • So what should happen?  Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new? 
  • methodology
  • learn to communicate in the language and style of their students
  • it does mean going faster, less step-by step, more in parallel, with more random access, among other thing
  • kinds of content
  • As educators, we need to be thinking about how to teach both Legacy and Future content in the language of the Digital Natives.
  • Adapting materials to the language of Digital Natives has already been done successfully.  My own preference for teaching Digital Natives is to invent computer games to do the job, even for the most serious content.
  • "Why not make the learning into a video game!
  • But while the game was easy for my Digital Native staff to invent, creating the content turned out to be more difficult for the professors, who were used to teaching courses that started with "Lesson 1 – the Interface."  We asked them instead to create a series of graded tasks into which the skills to be learned were embedded. The professors had made 5-10 minute movies to illustrate key concepts; we asked them to cut them to under 30 seconds. The professors insisted that the learners to do all the tasks in order; we asked them to allow random access. They wanted a slow academic pace, we wanted speed and urgency (we hired a Hollywood script writer to provide this.)   They wanted written instructions; we wanted computer movies. They wanted the traditional pedagogical language of "learning objectives," "mastery", etc. (e.g. "in this exercise you will learn"); our goal was to completely eliminate any language that even smacked of education.
  • large mind-shift required
  • We need to invent Digital Native methodologies for all subjects, at all levels, using our students to guide us.
  • Marc Safran on 30 Jul 09
     
    Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.
Kate Pok

Writing in College - 1. Some crucial differences between high school and college writing - 55 views

writing-program.uchicago.edu/...high_school_v_college.htm

teaching writing essay

shared by Kate Pok on 08 Feb 11 - Cached
  • you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .
  • They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."
  • They expect to see evidence, reasons for your claim, evidence that would encourage them to agree with your claim, or at least to think it plausible.
  • ...8 more annotations...
  • They expect to see that you've thought about limits and objections to your claim.
  • This kind of argument is less like disagreeable wrangling, more like an amiable and lively conversation with someone whom you respect and who respects you; someone who is interested in what you have to say, but will not agree with your claims just because you state them; someone who wants to hear your reasons for believing your claims and also wants to hear answers to their questions.
  • We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.
  • And that's all an argument is--not wrangling, but a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively.
  • So your first step in writing an assigned paper occurs well before you begin writing: You must know what your instructor expects.
  • Start by looking carefully at the words of the assignment.
  • When most of your instructors ask what the point of your paper is, they have in mind something different. By "point" or "claim" (the words are virtually synonymous with thesis), they will more often mean the most important sentence that you wrote in your essay, a sentence that appears on the page, in black in white; words that you can point to, underline, send on a postcard; a sentence that sums up the most important thing you want to say as a result of your reading, thinking, research, and writing. In that sense, you might state the point of your paper as "Well, I want to show/prove/claim/argue/demonstrate (any of those words will serve to introduce the point) that "Though Falstaff seems to play the role of Hal's father, he is, in fact, acting more like a younger brother who . . . ."" If you include in your paper what appears after I want to prove that, then that's the point of your paper, its main claim that the rest of your paper supports.
  • A good point or claim typically has several key characteristics: it says something significant about what you have read, something that helps you and your readers understand it better; it says something that is not obvious, something that your reader didn't already know; it is at least mildly contestable, something that no one would agree with just by reading it; it asserts something that you can plausibly support in five pages, not something that would require a book.
  • Kate Pok on 22 Nov 11
     
    great guide to college writing- print out and give out to students.
Steve Ransom

Talentism: My Son Won't Do His Homework - 2 views

www.talentism.com/...my_son_wont_do_.html

homework talent creativity discipline gr8

shared by Steve Ransom on 03 Jun 13 - No Cached
  • Every employer I know of (and I would assume that you are no exception Colin) wants engaged employees who are passionate about their jobs. Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
  • But I have to focus on what will get them work, even if that will hurt them, society, the companies that hire them and everyone around them.
  • "Why are you so convinced that my son is going to be an academic or an investment banker?" Because as far as I can tell, those are the only two things that schools prepare kids to be.
  • ...2 more annotations...
  • and that the stuff that he loves (art and music and video games) will be a great future for him and the stuff he hates (math and science) is something he will never compete in, never have a chance at.
  • But school doesn’t care, because school does not have the objective of helping my son produce the maximum amount of value in the future that he will probably encounter. School cares about ensuring that he knows how to take tests, follow directions and can do math that he will never have to care about for the rest of his life.
  • Steve Ransom on 03 Jun 13
     
    Most employers do not want employees who hate their work but persist through it anyway. It is a fallacy to believe that we are teaching our kids that the heart of innovative capability (and therefore their future job prospects) is best served by doing something you hate for an extended period of time no matter the consequences.
Brandie Hayes

What are questions? by Jason Fried of 37signals - 43 views

37signals.com/...3225-what-are-questions

shared by Brandie Hayes on 22 Apr 13 - No Cached
  • “Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
  • “Questions are places in your mind where answers fit. If you haven’t asked the question, the answer has nowhere to go. It hits your mind and bounces right off. You have to ask the question – you have to want to know – in order to open up the space for the answer to fit.”
    • Eric Nentrup
      Eric Nentrup on 22 Apr 13
       
      I really like this acknowledgement of the role questions play in our cognitive process. They aren't just the knowledge equivalent of a meal ticket...they're our dinner date!
  • ...1 more annotation...
  • Questions are your mind’s receptors for answers. If you aren’t curious enough to want to know why, to want to ask questions, then you’re not making the room in your mind for answers. If you stop asking questions, your mind can’t grow.
  • Brandie Hayes on 24 Apr 13
     
    Interesting statement about the role of questionging in acquiring new infomation. Your mind has to ask the question in order for your brain to have a place to hold onto the information.....interesting perspective. 
  • deniseahlquist on 25 Apr 13
     
    I frequently say a similar thing when I talk about having students share their questions after a first reading. Their questions are such a great diagnostic of what they are ready to learn! Having students ask and answer their own questions not only gives them the info. they need now, but teaches them to be self-directed learners for a lifetime.
Mark Gleeson

iPurpose before iPad - 200 views

mgleeson.edublogs.org/...ipurpose-before-ipad

ipad

shared by Mark Gleeson on 28 Apr 13 - No Cached
  • Mark Gleeson on 28 Apr 13
     
    I've started creating a table of important skills, some derived from the Padagogy Wheel, and actions, some derived from iPad As… What I am planning to highlight is that there are many apps that can be use for many purposes and for developing many skills. For example, I have already added "Explain Everything" to 9 categories as I see it as a multifunctional app and one worth its price because of the educational benefits it provides. Over the coming months I plan to add text descriptions to each category to explain how the apps listed address the skill or action they have been linked to and may also link them to other online sources that show them in action. I'll also provide direct links to the App Store, as I always do on this blog when I mention apps so you can check them out yourself if you want. Now this sounds like a big task and it is. So I do need some help. What do I want from you? Anything you can give. Just add them to the comments of this post. Examples of apps that help to develop specific skills Additional skills I haven't listed here Examples of apps that are multifunctional. Explanations of good pedagogical practice with apps. Don't worry, all credit will go to you when I include your suggestions. Links to blog posts, websites, Youtube tutorials, open wikis, nings etc that promote good practice that I can link to from here. Examples on add ons like bookmarklets for curation sites, websites that work well with iPads ( Flash-free) that can still be categorised under these headings for iPad use. Spread the word regularly through Twitter, Facebook, Curation sites like Pinterest and Scoop-It to keep educators coming back.
anonymous

» The Power of Conversation Upside Down Education - 49 views

upsidedown.edublogs.org/...the-power-of-conversation

shared by anonymous on 13 Feb 13 - No Cached
    • anonymous
      anonymous on 13 Feb 13
       
      Isn't this what we want students to do?  Don't we want them to think?  Don't we want them to help one another understand concepts?  Don't we want those concepts to stick with them long after they leave our classroom?
  • When not in sessions, conversations didn’t end.
    • anonymous
      anonymous on 13 Feb 13
       
      Isn't it wonderful when that happens outside our classrooms?  :)
  • ...2 more annotations...
  • Sometimes as teachers we forget this. We get caught up in curriculum, information, delivering it, that we don’t stop and allow kids to just talk about it. We don’t give them time to state opinion. I’m really bad about pushing for class discussion instead of small group discussions. I know I wouldn’t have spoken out as much to the group as a whole as I did in smaller groups.
    • anonymous
      anonymous on 13 Feb 13
       
      Doesn't this follow the concept of the college professor who is teaching college students in a new way?  Rethinking the Way College Students Are Taught: http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/rethinking-teaching.html 
Roland Gesthuizen

How Online Learning Is Being Used To Enhance Education - Edudemic - 1 views

edudemic.com/...eing-used-to-enhance-education

education eLearning onlinecourse infographic edudemic

shared by Roland Gesthuizen on 08 Feb 13 - No Cached
  • Roland Gesthuizen on 08 Feb 13
     
    "Online learning is downright difficult for many and you have to really want to do it. Aside from that, it's still a big time commitment and you're going to want to know exactly what you're going to get out of any online program before starting. Knowing that there are these challenges, what are some of the benefits?"
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