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Jennie Snyder

How Blogging and Tweeting Reinvigorated my Passion for Teaching | Canadian Education Association (CEA) - 84 views

www.cea-ace.ca/...nvigorated-my-passion-teaching

blogging social media

shared by Jennie Snyder on 05 Feb 13 - No Cached
  • The worst thing that anyone can do is to get stuck in a rut. This is especially true ifyou are a teacher! This blog is the beginning of a challenge that I have made for myself (and for any other teachers): try something new!
  • Change is necessary. Clean out your binders and see your classroom with a new set of eyes. Who knows what we’ve been missing.
  • There was no way to anticipate the extent to which blogging and tweeting would change my understanding of education, but these simple steps allowed me to enhance my practice and provide a richer learning environment for my students. Reaching beyond our classroom walls has meant so much for our school, and we’ve been rewarded with learning experiences worth remembering. 
Clint Heitz

Critical Issue: Providing Professional Development for Effective Technology Use - 127 views

www.ncrel.org/...te1000.htm

shared by Clint Heitz on 09 Feb 13 - Cached
Kelly Dau liked it
  • Practice logs can promote these helpful activities. Such logs can show how often teachers use a new practice, how it worked, what problems occurred, and what help they needed (Sparks, 1998).
    • Clint Heitz
      Clint Heitz on 09 Feb 13
       
      Perfect use for reflective blogging on the teacher's part.
  • Professional development for technology use should demonstrate projects in specific curriculum areas and help teachers integrate technology into the content.
  • Specific content can help teachers analyze, synthesize, and structure ideas into projects that they can use in their classrooms (Center for Applied Special Technology, 1996).
  • ...15 more annotations...
  • The best integration training for teachers does not simply show them how to add technology to their what they are doing. "It helps them learn how to select digital content based on the needs and learning styles of their students, and infuse it into the curriculum
  • A professional development curriculum that helps teachers use technology for discovery learning, developing students' higher-order thinking skills, and communicating ideas is new and demanding and thus cannot be implemented in isolation (Guhlin, 1996)
  • teachers need access to follow-up discussion and collegial activities
  • The only way to ensure that all students have the same opportunities is to require all teachers to become proficient in the use of technology in content areas to support student learning.
  • An effective professional development program provides "sufficient time and follow-up support for teachers to master new content and strategies and to integrate them into their practice,
  • teachers need time to plan, practice skills, try out new ideas, collaborate, and reflect on ideas
  • The technology used for professional development should be the same as the technology used in the classroom. Funds should be available to provide teachers with technology that they can use at home or in private to become comfortable with the capabilities it offers.
  • he Commission suggests partnering with universities and forming teacher networks to help provide professional development activities at lower cost.
    • Clint Heitz
      Clint Heitz on 09 Feb 13
       
      This was well before development of Personal Learning Networks (PLNs)! Twitter, Facebook, Ning, and such all provide opportunities to make this idea happen.
  • consists of three types: preformative evaluation, formative evaluation, and summative evaluation.
  • Preformative evaluation
  • formative evaluation,
  • summative evaluation,
  • Such a program gives teachers the skills they need to incorporate the strengths of technology into their lesson planning rather than merely to add technology to the way they have always done things.
  • School administrators may not provide adequate time and resources for high-quality technology implementation and the associated professional development. They may see professional development as a one-shot training session to impart skills in using specific equipment. Instead, professional development should be considered an ongoing process that helps teachers develop new methods of promoting engaged learning in the classroom using technology.
Tonya Thomas

SALT - 24 views

www.salt.org/salt.asp

technology associations elearning conference organization professional orgs education resources tools

shared by Tonya Thomas on 03 Oct 12 - Cached
  • Christian King on 07 Oct 12
     
    Society for Applied Learning Technology® is oriented to professionals whose work requires knowledge and communication in the field of instructional technology. It is a professional society, designed for individual membership participation with classes of membership keyed to the interest and experience of the individual.
Don Doehla

Learning Forward - Professional Learning for Student Results - 33 views

www.learningforward.org

professionaldevelopment resources learning education learningforward pd

shared by Don Doehla on 25 Jun 13 - No Cached
  • Don Doehla on 25 Jun 13
     
    Learning Forward has established standards for teacher and administrative leadership and publishes resources for the implementation of various initiatives, including professional development for developing professional leaders in many educational capacities. A good resource to check out!
Martin Burrett

Geographical Association - 84 views

www.geography.org.uk

Geography resources teaching lesson plan ideas

shared by Martin Burrett on 30 Apr 12 - Cached
  • Martin Burrett on 30 Apr 12
     
    This is a great site to find all sorts of useful resources and information for teaching geography. There are pages of lesson plans, downloads, ideas and advice. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
Peta Oates

Social Education Victoria - 39 views

www.sev.asn.au

education professional association

shared by Peta Oates on 07 Oct 12 - No Cached
    • Peta Oates
      Peta Oates on 07 Oct 12
       
      SEV specialises in smaller Humanities subjects.
Nigel Coutts

Thinking Routines & habits of Mind - 93 views

www.rediquest.com

shared by Nigel Coutts on 08 Jul 14 - No Cached
  • Nigel Coutts on 08 Jul 14
     
    useThis site combines Habits of Mind with Making Thinking Visible Routines. It is useful for teachers and students when trying to implement Habits of Mind as it provides a set of strategies to apply for each Habit, examples in the form of short films and a set of associated Thinking Routines. Also useful when looking for the right thinking routine to use for a given learning outcome or objective.
Javier E

Why Girls Tend to Get Better Grades Than Boys Do - The Atlantic - 40 views

www.theatlantic.com/...2

girls boys success conscientiousness habits self-control academic

shared by Javier E on 19 Sep 14 - No Cached
  • Gone are the days when you could blow off a series of homework assignments throughout the semester but pull through with a respectable grade by cramming for and acing that all-important mid-term exam. Getting good grades today is far more about keeping up with and producing quality homework—not to mention handing it in on time.
  • girls succeed over boys in school because they tend to be more mastery-oriented in their schoolwork habits. They are more apt to plan ahead, set academic goals, and put effort into achieving those goals. They also are more likely than boys to feel intrinsically satisfied with the whole enterprise of organizing their work, and more invested in impressing themselves and their teachers with their efforts.
  • boys approach schoolwork differently. They are more performance-oriented. Studying for and taking tests taps into their competitive instincts. For many boys, tests are quests that get their hearts pounding. Doing well on them is a public demonstration of excellence
  • ...3 more annotations...
  • “The testing situation may underestimate girls’ abilities, but the classroom may underestimate boys’ abilities.”
  • It is easy to for boys to feel alienated in an environment where homework and organization skills account for so much of their grades.
  • it appears that the overwhelming trend among teachers is to assign zero points for late work. In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that.
Sharin Tebo

OPINION: Personalization, Possibilities and Challenges with Learning Analytics | EdSurge News - 34 views

www.edsurge.com/...lenges-with-learning-analytics

personalizedlearning learner research personalized SDW analytics challenges possibilities personalization

shared by Sharin Tebo on 02 Nov 14 - No Cached
  • Many of these challenges result from trying to personalize within the context of traditional school structures that standardize the curriculum, the assessments, the grouping, and the instructional time.
  • a genuine problem: how to achieve the tremendous academic gains that are possible through personalized instructional methods within the constraints of a traditional classroom.
  • Knowledge mapsFormalizing a learning map--sequences of connected concepts and skills that define how one masters a domain, such as beginning Algebra--and mapping student mastery on the map, enables intelligent learning systems to recommend the next concept or skill to be learned, propose aligned instructional content, and present appropriate questions and tasks to assess mastery.
  • ...3 more annotations...
  • Learning analytics combines data from student models with data on learning behaviors, knowledge maps, and learning outcomes, and mines these data sets to identify patterns that associate student attributes and behaviors with successful outcomes.
  • Learning analytics marks a significant departure from traditional data-driven instructional strategies. That’s because so much more data is available to mine, make sense of, and use.
  • It is not enough to design cutting edge analytics to shape educational decision making if we do not understand how teachers can apply them to optimize student learning outcomes.
  • Sharin Tebo on 02 Nov 14
     
    Learner analytics to help personalize learning
Sharin Tebo

5 Reasons Why Reading Conferences Matter - Especially in High School English | Three Teachers Talk - 57 views

threeteacherstalk.wordpress.com/...ecially-in-high-school-english

SDW reading conferences literacy high school sdwwl conferring 21daysSDW

shared by Sharin Tebo on 21 Oct 15 - No Cached
  • Reading Conferences
  • Every child needs one-on-one conversations with an adult as often as possible.
  • One way to show our adolescent students that we care is to talk with them. And face-to-face conversations about books and reading is a pretty safe way to do so, not to mention that we model authentic conversations about reading when we do.
  • ...12 more annotations...
  • The more we grow in empathy, the better relationship we’ll have with our friends, our families and all other people we associate with — at least the idealist in me will cling to that hope as I continue to talk to students about books and reading.
  • circles about engagement.
  • Try questions like: How’s it going? (Thanks, Carl Anderson) Why did you choose this book? Do you know anyone else who has read this book? What’d she think? How’d you find the time to read this week? What’s standing in the way of your reading time?
  • Try questions like: What character reminds you of yourself or someone you know? What part of the story is the most similar/different to your life? Why do you think the author makes that happen in the book? What does he want us to learn about life? How does this story/character/conflict/event make you think about life differently?
  • when I take the time to talk to each student individually, and reinforce the skill in a quick chat, the application of that skill some how seeps into their brains much deeper.
  • Try questions like: Tell me about _____ that we learned in class today. How does that relate to your book/character? Remember when we learned _____, tell me how/where you see that in your book. Think about when we practiced ___, where does the author do that in your book? You’ve improved with ___, how could you use that skill for _______?
  • We must provide opportunities for our students to grow into confident and competent readers and writers in order to handle the rigor and complexity of post high school education and beyond. We must remember to focus on literacy not on the literature
  • We must validate our readers, ask questions that spark confidence, avoid questions that demean or make the student defensive, and at the same time challenge our readers into more complex texts.
  • Try questions like: On a scale of 1 to 10 how complex is this book for you? Why? What do you do when the reading gets difficult? Of all the books you’ve read this year, which was the most challenging? Why? How’s it going finding vocabulary for your personal dictionary? Tell me how you are keeping track of the parallel storyline?
  • I ask students about their confidence levels in our little chats, and they tell me they know they have grown as a readers. This is the best kind of reward.
  • Try questions like: How has your confidence grown as you’ve read this year? What do you think is the one thing we’ve done in class that’s helped you improve so much as a reader? How will the habits you’ve created in class help you in the reading you’ll have to do in college? Why do you think you’ve grown so much as a reader the past few weeks? What’s different for you now in the way you learn than how you learned before? Describe for me the characteristics you have that make you a reader.
  • What kinds of questions work for you in your reading conferences?
Sara Thompson

Testing the Teachers - NYTimes.com - 79 views

www.nytimes.com/...ooks-testing-the-teachers.html

education assessment teaching learning essay

shared by Sara Thompson on 20 Apr 12 - No Cached
    • Sara Thompson
      Sara Thompson on 20 Apr 12
       
      assessment, yes; testing, no. There are plenty of other forms of providing data, such as portfolios. 
  • There has to be a better way to get data so schools themselves can figure out how they’re doing in comparison with their peers.
    • Sara Thompson
      Sara Thompson on 20 Apr 12
       
      Does he actually think No Child Left Behind WORKS???
  • ...3 more annotations...
  • If you go to the Web page of the Association of American Colleges and Universities and click on “assessment,” you will find a dazzling array of experiments that institutions are running to figure out how to measure learning.
  • Some schools like Bowling Green and Portland State are doing portfolio assessments — which measure the quality of student papers and improvement over time. Some, like Worcester Polytechnic Institute and Southern Illinois University Edwardsville, use capstone assessment, creating a culminating project in which the students display their skills in a way that can be compared and measured.
  • The challenge is not getting educators to embrace the idea of assessment. It’s mobilizing them to actually enact it in a way that’s real and transparent to outsiders.
  • Sara Thompson on 20 Apr 12
     
    There's an atmosphere of grand fragility hanging over America's colleges. The grandeur comes from the surging application rates, the international renown, the fancy new dining and athletic facilities. The fragility comes from the fact that colleges are charging more money, but it's not clear how much actual benefit they are providing.
anonymous

When Gaming Is Good for You - WSJ.com - 2 views

online.wsj.com/...3458604577263273943183932.html

article gaming brain edtech

shared by anonymous on 27 Mar 12 - No Cached
  • Other studies have found an association between compulsive gaming and being overweight, introverted and prone to depression
    • anonymous
      anonymous on 27 Mar 12
       
      The key to this statement is the "compulsive" gaming. Anything done to a compulsive or addictive level is unhealthy.
  • The violent action games that often worry parents most had the strongest beneficial effect on the brain.
  • In contrast, using cellphones, the Internet, or computers for other purposes had no effect on creativity,
  • ...1 more annotation...
  • A three-year study of 491 middle school students found that the more children played computer games the higher their scores on a standardized test of creativity—regardless of race, gender, or the kind of game played.
Marc Patton

Curriculum Associates - 0 views

curriculumassociates.com

Teacher_Resources Language_Arts RTI Mathematics

shared by Marc Patton on 26 Jun 12 - No Cached
  • Marc Patton on 26 Jun 12
     
    We offer research-based, classroom-proven programs that help educators effectively address the diverse needs of every student. Our award-winning products include reading, mathematics, intervention, language arts, test prep, special education, early childhood, and more.
Marc Patton

International Reading Association home page - 34 views

reading.org/Default.aspx

Teacher_Resources Language_Arts RTI

shared by Marc Patton on 26 Jun 12 - Cached
  • Marc Patton on 26 Jun 12
     
    literacy professionals
Marc Patton

Green Your School | The SCA - Student Conservation Association - 0 views

www.thesca.org/green-your-school

Grants Science STEM

shared by Marc Patton on 27 Jun 12 - No Cached
  • Marc Patton on 27 Jun 12
     
    SCA's Green Your School Contest is a national competition to stimulate and/or identify conservation service projects designed by high school students that improve or restore or beautify or conserve their high school environment.
Marc Patton

International Reading Association home page - 0 views

www.reading.org/...Default.aspx

Teacher_Resources Language_Arts

shared by Marc Patton on 29 Jun 12 - Cached
  • Marc Patton on 29 Jun 12
     
    IRA has been a nonprofit, global network of individuals and institutions committed to worldwide literacy.
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