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This is a ning site dedicated to the support of a Personal Learning Network for Educators

This is a ning site dedicated to the support of a Personal Learning Network for Educators.

In the United States today, many experts (though not all) accept some version of what is known as "The Cycle of Violence" theory. First introduced in the 1970s by researcher Lenore Walker, the "Cycle of Violence" theory attempts to isolate patterns of abusive behavior in relationships by a cycle of predictable stages. Abuse of pets, however, is often part of an abusive relationship, or is a precursor to more serious forms of person to person abuse.

Many teachers go to school each day, teach their students and leave. If they're struggling with how to teach a lesson that will engage their students, they might ask for advice from the teacher down the hall, but a lot of times, they struggle alone. That's not the case for educators who have built a network of people who share resources, advice and techniques, whether they call it a personal learning network or something else. Here's why educators should start a personal learning network, or PLN.

Wiki - staff development on personal (professional) learning networks

Assessment feedback continues to be a relatively under-researched area in higher education despite its fundamental role in learning and teaching. This article positions assessment feedback as a complex meaning-making process requiring dialogue and interpretation.The article outlines an evaluative case study investigating a feedback review meeting organized through the personal tutor system. This meeting is designed to support students' engagement with written feedback at their first formal feedback 'moment' when confidence and self-esteem can be at risk. The evaluation of the review meeting suggests students benefit from one conversation about all their written feedback. The article concludes that developing positive learning relationships with personal tutors at the point of assessment feedback can encourage a sense of achievement and success at a time when learners may feel most vulnerable to low self-esteem. In this way, the intervention can be valuable as part of an institution's retention strategy.

PLN. Stands for Personal Learning Network. Gets bandied around a lot by educators using social media tools. Myself included. We all think we know what we are talking about when we refer to our PLN. Well, I do, at least. Not too sure about some of you others out there. Here's what I personally think my PLN is:

Chances are that you have a variety of insights and knowledge that you'd like to impart upon your learners. So, why not take full advantage of the wisdom and life experience you've earned, by applying your personal experiences in eLearning course design. Here are a few tips that will help you use your own experiences when creating memorable and powerful eLearning courses.

"What kinds of questions make for good inquiry-based projects? As we said, they must first be questions that the kids truly care about because they come up with them themselves. In addition, good questions share the following characteristics: The questions must be answerable. "What is the poem 'Dream Deferred' based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or Web sites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis. The answer can't already be known. "What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration. The questions must have some objective basis for an answer. "Why is the sky blue?" can be answered through research. "Why did God make the sky blue?" cannot because it is a faith-based question. Both are meaningful, valid, real questions, but the latter isn't appropriate for an inquiry-based project. "What have people said about why God made the sky blue?" might be appropriate. Likewise, "Why did the dinosaurs become extinct?" is ultimately unanswerable in that form because no humans were around to know for sure, but "What do scientists believe was the reason for their extinction?" or "What does the evidence suggest about the cause?" will work. Questions based on value judgments don't work for similar reasons. You can't objectively answer "Is Hamle

"I was introduced to the Good/Great/Awesome techniques in some TEEP training in November last year. I immediately placed it in my "to-do right away" pile. As an intrinsically positive person, and teacher, who always strives to build students' self esteem and promote the growth mindset in all who pass through my classroom; I found the idea of offering 3 levels of positivity much more appealing that the previous wording. I implemented this strategy quickly and personally added in an overarching learning objective, so students could see each stage of G/G/F as building blocks. I coloured coded them, as is common, and occasionally colour coordinate to grades or tasks."

SpellingCity.com has: - Over 42,000 spelling words and ten learning games! - A REAL person who says each word and sentence. - Free home pages for teachers and parents to save lists. - How To Videos to explain to teachers and parents how to use SpellingCity.com. - A free forum and newsletter with more vocabulary and spelling resources! - Ten spelling and vocabulary games to play online or to print. - Free printables for handwriting practice with your saved lists. - A Resources Section which highlights features and existing lists for Dolch words, compound words, sound-alikes (their, there, they're), contractions, possessives, and more. After taking the online spelling test, students can print out a report, retake the entire test, or get tested only on spelling words that they got wrong the first time. TeachMe spells and displays the word in ways that stimulate memory for visual and verbal learners. Printable Games include WordSearch, UnScramble, WhichWord?, Sentence UnScramble and MissingLetter. Printable Handwriting Worksheets for combined spelling and handwriting practice can be created from any saved list (this feature only works if the list is saved). Choices includes three sizes of lines, capitals or small letters, script or cursive, and with directional arrows on or off. How cool is that?

All you have to do is type in the list of words and bam! at least 10 games are generated for the students! It also teaches and tests the students on the words. You can save the lists as a teacher and have students search for your lists or you can have students input their own lists without saving them.

A superb resource where teachers can sign in and input spelling lists for pupils to learn by playing games. Give pupils the link and they don't need to sign in to use it. Site only recognises US spelling when generating example sentences, but you can input your own easily. Free option should be enough for most users, but 'paid for' option is available. http://ictmagic.wikispaces.com/English

An excellent post with resources on developing and building a personal learning network.

15 months to plan out a blended, personalized, competency-based learning model in a K-12 school.

Valuable points about coaching - makes me want my own coach!

Voice and Choice--Encouraging it in 4 steps to personalize the learning experience.