Skip to main content

Home/ Diigo In Education/ Group items matching ""social skills"" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
Martin Burrett

Book: Wellbeing in the Primary Classroom by @AdrianBethune via @BloomsburyEd - UKEdChat - 2 views

ukedchat.com/...wellbeing-primary

wellbeing well-being primary

shared by Martin Burrett on 11 Nov 18 - No Cached
  • Martin Burrett on 11 Nov 18
     
    "In his new book, Adrian Bethune explores different angles of the life of children who are of primary-school age. For example, in a fascinating first chapter, Bethune examines our tribal roots, tapping into our pupils' primitive social instincts and their powerful effects on wellbeing and ability to learn. Citing the work of Louis Cozolino (Click here to view The Social Neuroscience of Education: Optimizing Attachment and Learning in the Classroom by Louis Cozolino on Amazon UK - worthy of a read itself) a tribal classroom embodies tribal qualities including a tribal leader, cooperation, teamwork, equality, fairness, trust and strong personal relationships. Such qualities enable everyone to feel valued and a feeling of a big family, helping secure positive relationships - the role of the teacher in this relationship is to help pupils feel like they belong, which is fundamental to learning. Developing this tribal theme, Bethune the proceeds to share ideas to be implemented in the primary classroom to help cultivate such positive relationships, including the design of a team flag, greetings and endings, teaching social skills, and building humour and games into the setting."
Alfredo Zavaleta

How Teens Do Research in the Digital World | Pew Research Center's Internet & American Life Project - 105 views

www.pewinternet.org/...-research-in-the-digital-world

academic research

shared by Alfredo Zavaleta on 04 Mar 15 - No Cached
  • Overview Three-quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”
  • Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”
  • The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes
  • ...9 more annotations...
  • Teachers and students alike report that for today’s students, “research” means “Googling.”  As a result, some teachers report that for their students “doing research” has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      Yikes - a disturbing survey response!
  •   Second and third on the list of frequently used sources are online encyclopedias such as Wikipedia, and social media sites such as YouTube. 
  •  94% of the teachers surveyed say their students are “very likely” to use Google or other online search engines in a typical research assignment, placing it well ahead of all other sources that we asked about
  • e databases such as EBSCO, JSTOR, or Grolier (17%) A research librarian at their school or public library (16%)
  • In response to this trend, many teachers say they shape research assignments to address what they feel can be their students’ overdependence on search engines and online encyclopedias.  Nine in ten (90%) direct their students to specific online resources they feel are most appropriate for a particular assignment, and 83% develop research questions or assignments that require students to use a wider variety of sources, both online and offline.
  • Teachers give students’ research skills modest ratings Despite viewing the overall impact of today’s digital environment on students’ research habits as “mostly positive,” teachers rate the actual research skills of their students as “good” or “fair” in most cases.  Very few teachers rate their students “excellent” on any of the research skills included in the survey.  This is notable, given that the majority of the sample teaches Advanced Placement courses to the most academically advanced students.
    • Kelly Sereno
      Kelly Sereno on 04 Mar 15
       
      These research skills relate to the common core literacy standards, and many ratings of students' skills in these areas fell into fair or poor categories.
  • Overwhelming majorities of these teachers also agree with the assertions that “today’s digital technologies are creating an easily distracted generation with short attention spans” (87%) and “today’s students are too ‘plugged in’ and need more time away from their digital technologies” (86%).  Two-thirds (64%) agree with the notion that “today’s digital technologies do more to distract students than to help them academically.”
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Students need to show more patience, take longer to decide, ponder the options.
    • Alfredo Zavaleta
      Alfredo Zavaleta on 15 Sep 16
       
      Procrastination not necessarily bad- see TED on procrastination
D. S. Koelling

Helping First-Year Students Help Themselves - Commentary - The Chronicle of Higher Education - 1 views

chronicle.com/...127168

education first year students college health

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • According to a yearly national survey of more than 200,000 first-year students conducted by researchers at the University of California at Los Angeles, college freshmen are increasingly "overwhelmed," rating their emotional health at the lowest levels in the 25 years the question has been asked. Such is the latest problem dropped at the offices of higher-education administrators and professors nationwide: Young adults raised with a single-minded focus on gaining admission to college now need help translating that focus into ways to thrive on campus and beyond.
  • Many young adults weren't taught the basic life skills and coping mechanisms for challenging times.
  • The consequences for students who lack those skills have become increasingly clear both on campus and after graduation. At Pitt, where I teach, and at other institutions, student-life administrators have noticed a marked decrease in resiliency, particularly among first-year students. That leads to an increase in everything from roommate disagreements to emotional imbalance and crisis. After graduation, employers complain that a lack of coping mechanisms makes for less proficient workers: According to a 2006 report by the Conference Board, a business-research group, three-quarters of surveyed employers said incoming new graduates were deficient in "soft" skills like communication and decision making.
  • ...4 more annotations...
  • Parents and high-school educators certainly have a role to play, but college administrators and professors cannot abdicate their role as an influential socialization force to guide young adults toward better self-management.
  • The way to combat the decline in emotional health among first-year students is to offer them opportunities to build such self-efficacy from the start.
  • Teaching interpersonal skills of self-presentation is also essential, as it makes students' interactions with roommates, professors, and professional colleagues flow more smoothly. By following suggestions popularized by Dale Carnegie during the Great Depression—to think in terms of the interests of others, smile, and express honest and sincere appreciation—my Generation WTF students report being happily stunned by more-successful interviews, better relationships with family members, and more-meaningful interactions with friends.
  • While much of my advice seems revolutionary to them, adults from previous generations know that I'm simply teaching a return to core values of self-control, honesty, thrift, and perseverance­—the basic skills that will allow those in "emerging adulthood" to get on with life.
Donal O' Mahony

Oracy - 36 views

donalomahony.edublogs.org/...oracy

Puttnam Oracy Siri Voice elearning island

shared by Donal O' Mahony on 27 Feb 12 - No Cached
  • Donal O' Mahony on 27 Feb 12
     
    David Puttnam spoke in Dublin tonight - he had some interesting ideas including ORACY - A web definition explains "oracy" as…used to describe a person's ability to efficiently communicate with others via the spoken word as well as to fully understand oral communication. Wilkinson…created the word to emphasize the need for school children to be able to fully use oral skills as an essential basis for learning and social integration. It is an analogy for the words numeracy and literacy, and aids in bringing the focus of oral skill on par with reading and writing in the classroom.
Martha Wilding

http://www.qconline.com/archives/qco/print_display.php?id=617382 - 22 views

www.qconline.com/...print_display.php

Technology Education Attention Metacognitive skills

shared by Martha Wilding on 21 Jun 13 - No Cached
  • they were waiting for a time when the videotape material seemed less important and not likely to be on the test. Those students were using their metacognitive skills to decide when was a good time to be distracted and when it was important to focus
  • "focus" on classroom work for 15 minutes.
  • no need to be internally distracted since an opportunity to "check in" will be coming
  • ...1 more annotation...
  • gradually lengthen the time between tech breaks
  • Martha Wilding on 21 Jun 13
     
    Author describes study that showed that middle, hs, and university students were highly distractible by technology and were anxious if they could not check their devices. He described a strategy called "tech breaks" where students are allowed to check devices and social media for a minute and then to focus on school work for 15 minutes as a way of improving their metacognitive skills. 
  • Nina Levine on 23 Jun 13
     
    I wonder if using technology in the classroom - integrally - would mitigate some of the anxiety and/or increase attention. I wonder if there are other teaching/learning strategies we might employ that would increase engagement such that students would be distracted from their distraction...
Martin Burrett

How students recognise 'fake news' in digital literacy tasks - 18 views

ukedchat.com/...students-recognise-fakenews

research fake news

shared by Martin Burrett on 03 Jun 19 - No Cached
  • Martin Burrett on 03 Jun 19
     
    "A recent study revealed students at an international school in Finland significantly outperformed U.S. students on tasks which measure digital literacy in social media and online news. The researchers suggest this may be due to the Finnish and International Baccalaureate curricula's different way of facilitating students' critical thinking skills compared to the US system and curriculum. The results of this study were published in the Journal of Research in International Education in April. Critical thinking is a 21st century skill considered essential for today's students to navigate the Information Age and for their future work life."
Bill Graziadei, Ph.D. (aka Dr. G)

YouTube - The New Media Literacies - 0 views

www.youtube.com/watch

literacies media culture skills social collaboration youtube

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 11 Jan 09 - Cached
  • Bill Graziadei, Ph.D. (aka Dr. G) on 11 Jan 09
     
    Members of the research team at Project New Media Literacies discuss the social skills and cultural competencies needed to fully engage with today's particip...
danthomander

http://www.theworksheets.com/view.php?url=www.socialskillscentral.com/free/101_Ways_Teach_Children_Social_Skills.pdf - 17 views

www.theworksheets.com/view.php

social skills lesson plans

shared by danthomander on 18 Dec 14 - Cached
  • danthomander on 18 Dec 14
     
    Excellent set of lessons/activities for developing social skills.
Margaret Moore-Taylor

Blubbr - Create Interactive Quizzes Using YouTube Clips - 133 views

www.blubbr.tv/index.php

free interactive quizzes web2.0 videos tech tools Free_technology_for_teachers

shared by Margaret Moore-Taylor on 05 Jan 13 - No Cached
  • Margaret Moore-Taylor on 05 Jan 13
     
    Blubbr is a neat quiz creation service that I recently learned about on Free Technology for Teachers. Using Blubbr you can create interactive quizzes that are based on YouTube clips. Your quizzes can be about anything of your choosing. The structure of the quizzes has a viewer watch a short clip then answer a multiple choice question about the clip. Viewers know right away if they chose the correct answer or not.  Great for reinforcing a topic on internet safety, social netiquette, social skills etc.
Kelvin Thompson

Twiducate.com - Social Networking For Schools - 64 views

twiducate.com

twitter social networking web2.0 k12 eme5050

shared by Kelvin Thompson on 03 Mar 10 - Cached
  • Kelvin Thompson on 03 Mar 10
     
    cipals and teachers. Our goal is to provide social networking for you and your 21st century learning students. We respect student privacy and as such only you and your students can view your network and posts. Give your students the skills they need to survive in today's technological world!
London Jenks

Teenagers, Legal Risks and Social Networking Sites | Lucacept - intercepting the Web - 49 views

jennylu.wordpress.com/...ks-and-social-networking-sites

legal networking social risks

shared by London Jenks on 20 Mar 11 - No Cached
  • a significant minority (36.1%) of the teachers who were asked this question indicated that they had used SNS for educational purposes, including communicating with their students about schoolwork.
  • These educational activities should be aimed primarily at equipping children and young people with the skills required to be effective digital citizens, and not focussed on rare or hypothetical fears.
  • the importance of SNS in the lives of students, and the potential significance of social media for future digital citizenship, suggests that room should be found for these issues to be directly addressed.
  • ...1 more annotation...
  • Research findings like these will support our use of new technologies in classrooms. What is evident from their recommendations is that further teacher professional development is required to ensure that we have teachers with the skill set to produce the ‘effective digital citizens’ we need in society today.
Jennie Snyder

Rethinking Learning: The 21st Century Learner - 140 views

www.teachthought.com/...rning-the-21st-century-learner

21stcentury learning

shared by Jennie Snyder on 20 Jan 13 - No Cached
  • “We find when we talk about 21st century skills, people often reduce them to skills for the workplace and skills involving technology. And we’re really talking about skills for creativity, for civic engagement, for social life–the full range of experiences that young people will be involved in in the future.”
Maureen Greenbaum

College is a waste of time - CNN.com - 49 views

www.cnn.com/...index.html

college skills

shared by Maureen Greenbaum on 03 Jun 11 - No Cached
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
  • Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
  • ...10 more annotations...
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change. 
    • Brian Mull
      Brian Mull on 03 Jun 11
       
      I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
  • I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
  • 36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
  • college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
  • Failure is punished instead of seen as a learning opportunity.
  • Learning by doing
  • A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
  • creating personal portfolios to showcase their talent.
  • document our accomplishments, and have them socially validated with tools such as LinkedIn
Javier E

The Default Major - Skating Through B-School - NYTimes.com - 41 views

www.nytimes.com/...edl-17business-t.html

education university business standards group learning

shared by Javier E on 15 Apr 11 - No Cached
  • Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
  • all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
  • “Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
  • ...13 more annotations...
  • It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
  • Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
  • Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
  • The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
  • “We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
  • “A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
  • “It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
  • This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
  • concrete business skills tend to expire in five years or so as technology and organizations change.
  • History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
  • when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
  • a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
  • what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
afager212

Using Social Bookmarking in Schools and with your Students- Part Two | Silvia Tolisano- Langwitches Blog - 17 views

langwitches.org/...nd-with-your-students-part-two

b social bookmarking education bookmarking socialbookmarking social students web2.0 Technology

shared by afager212 on 26 Feb 18 - No Cached
    • afager212
      afager212 on 26 Feb 18
       
      Could be a useful tool when just starting
  • Remember that it is NOT about the tools we use with our students, but the skills we are exposing them to and want them to get proficient in.
  • need to evaluate and interpret information tag bookmarks (their own and/or the ones collected by their teacher) summarize bookmarks (their own and/or the ones shared by teacher) take advantage of “experts in the field” (by subscribing to their RSS for specific tags) learn to search for relevant information beyond “googling” collaborate with other members of a study group (local or global)
  • ...2 more annotations...
  • a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.
  • Handout_SocialBookmarkingRoles.pdf
Sirkku Nikamaa-Linder

CBI: Change is possible - but we must be clearer about what we ask schools to develop in students and for what purpose - 1 views

www.cbi.org.uk/...change-is-possible

CBI Education campaigns

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Question: What are the goals set out on the political level? What does Gove want to achieve?
  • lacks
  • guardrails
  • ...46 more annotations...
  • which makes transformational change
  • ifficult
  • In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
  • nowhere in the UK do they really drive the terms under which schools are assessed.
  • In England, the government has defined its approach as being based on curriculum rigour.
  • This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
  • best schools
  • areas of high disadvantage
  • define the outcome they need
  • in the face of the complex and inconsistent demands the system places on them.
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
  • One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
  • Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
  • It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
  • shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
  • Focus on raising the ambition and attainment for every child as far as their abilities permit
  • guide young people effectively on their choice of enabling subjects…
  • thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
  • Have a school accountability and assessment framework that supports these goals rather than defining them.
  • social literacy
  • a range of core subjects
  • ncluding critically maths, English, the sciences
  • effective use and understanding of computer science.
  • ‘enabling subjects’
  • humanities, languages, arts, technical and practically-based subjects
  • equip a young person to move on
  • o university, or to an apprenticeship or vocational qualification
  • a set of behaviours and attitudes,
  • An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
  • ‘employability skills’
  • Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
  • right context at school
  • A supportive culture, pastoral care and the right ethos are all needed to make the difference.
  • a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
  • enable all of our young citizens to reach the desired standards.
  • conflicting expectations placed on schools.
  • renewed system should be able to judge performance against the goals based on more complex metrics.
  • judgement
  • on overall culture and ethos, teaching and governance
  • group of data points, including testing but also outcomes data.
  • Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
  • beyond the merely academic, into the behaviours and attitudes schools should foster
  • basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
  • Ofsted
  • asked to steward the delivery of these outcomes
  • resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
Bob Rowan

Teaching Your Students How to Have a Conversation | Edutopia - 108 views

www.edutopia.org/...nts-conversation-allen-mendler

classroom management Social discussion listening social skills

shared by Bob Rowan on 13 Nov 13 - No Cached
  • Bob Rowan on 13 Nov 13
     
    Interesting tips for teaching students conversation skills
Martha Hickson

15 Habits For Learning In The 21st Century | Edudemic - 14 views

edudemic.com/...currency-of-learning

skills 21st_century

shared by Martha Hickson on 26 Jun 12 - No Cached
  • Martha Hickson on 26 Jun 12
     
    while learning will likely always have as its foundation the ability to read, write, and think, in the fast-paced, information-rich, socialized digital world of 2012, new currencies are emerging for learners to master-new skills, concepts, and thinking habits that are crucial to a consistent ability to absorb, process, and redistribute data and original thinking as a global citizen
Martin Burrett

Books: Time to…by Penny Tassoni, via @BloomsburyEd - 3 views

ukedchat.com/...time-to-books

life skills book review

shared by Martin Burrett on 12 Nov 19 - No Cached
  • Martin Burrett on 12 Nov 19
     
    "The series uses simple, positive language and gorgeous full-colour illustrations to teach children aged 0-5 important personal and social skills. From making friends and sharing, to eating and tidying up, this series will help explore positive behaviour with children in a fun and friendly way."
‹ Previous 21 - 40 of 103 Next › Last »
Showing 20▼ items per page