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JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm eAchieve Twitter
shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
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Every Email Students Send Professors - 76 views

the-toast.net/...email-students-send-professors email students professors teaching humor funny socy201
shared by smilex3md on 18 Sep 14 - No Cached
  • “Hi professor X! Before the exam tomorrow, do you mind answering these 47 very specific questions I have about the material that I’ve been meaning to ask you all semester? If you do not help me I will fail and lose my scholarship and probably die, thank you in advance.”
  • “hey I just realized that since I didnt show up for the midterm or do any of the homework im probably failing the class, is there any extra credit i can do between now and tomorrow to make sure I get at least an A?”
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx feedback assessment teaching formative UBD Wiggins
shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
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Texting With Teachers Keeps Students in Class -- THE Journal - 2 views

thejournal.com/...s-keeps-students-in-class.aspx texting mobile BER sms
shared by Lauren Rosen on 12 Apr 12 - No Cached
  • While much of the deluge was back-and-forth banter on tardiness, homework, or grade anxiety, Campbell also began using the constant communiqués as a means to engage students in learning. He began texting a daily journal topic every morning and encouraged students to think about it before they came to class. So far, it's been largely effective, perhaps as a result of the psychology that makes cell phones so addictive for teens in the first place.
  • "Everyone has a compulsion to read that text message when it bleeps, bings, chimes, or vibrates. No exceptions," Campbell has written of the program. "Sooner or later you have to open that text and read it. It's like captive-audience advertising, but for the good guys in education, rather than marketing."
  • Lauren Rosen on 12 Apr 12
     
    Nice article on reaching the less advantages and using technology to meet their needs. Teachers can engage students before they enter the classroom.
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An Open Letter to Students: You're the Game Changer in Next-Generation Learning (EDUCAU... - 120 views

www.educause.edu/...anger-next-generation-learning
shared by Matthew Henry on 17 Aug 12 - No Cached
K Kim liked it
  • I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
  • Knowing your larger purpose enables you to do what comes next.
  • Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
  • ...7 more annotations...
  • you have to be willing to engage at a high level.
  • Our decisions, models, and innovations should be based, first, on learning.
  • learning-centered, data-rich, high-value pathways to your educational goal
  • not using technology
  • the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
  • We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
  • because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
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No, algebra isn't necessary - and yes, STEM is overrated - The Answer Sheet - The Washi... - 69 views

www.washingtonpost.com/...e1-b09d-07d971dee30a_blog.html
shared by Trevor Cunningham on 29 Aug 12 - No Cached
  • Trevor Cunningham on 29 Aug 12
     
    He said what?!
  • Nick Schlotter on 05 Sep 12
     
    Not learning algebra means you have shut the door on many careers. Sure you can lead a good life without it, but you have limited yourself. Math phobics are always looking for a reason to justify/validate their choice to avoid math. Trying to make math seem irrelevant to life is a common approach. Imagine saying learning English is overrated - many get by just fine without writing or reading much of anything in their daily lives. In fact, why do we need any education?
  • Trevor Cunningham on 05 Sep 12
     
    It's an interesting article. The writer followed it up in his blog extending similar treatment to ALL subjects. It's more a treatise in how curriculum design and the current state of the system has failed society, rather than an attack on disciplines specifically. He actually has a STEM background, mind you.
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Freakonomics » What Should Be Done About Standardized Tests? A Freakonomics Q... - 42 views

www.freakonomics.com/...ed-tests-a-freakonomics-quorum education
shared by Sarah Schaller Welsh on 08 Feb 12 - No Cached
  • Gaston Caperton
  • Standardized tests have much in common with French fries. Both of them differ in composition as well as quality. French fries are available in numerous incarnations, including straight, curly, skins-on, skins-off, and, in recent years, with sweet potatoes. Regarding quality, of course, the taste of French fries can range substantially – from sublime to soggy. It’s really the same with standardized tests.
  • Take the No Child Left Behind Act, for instance, a federal accountability law requiring scads of standardized tests to be used in evaluating schools. Do you know that almost all of the standardized tests now being employed to judge school quality are unable to distinguish between well taught and badly taught students?
  • ...8 more annotations...
  • all schools – kindergarten through college – should employ exit exams allowing us to determine what students have actually learned. We owe it to our students to make sure that they’ve been properly taught.
  • Then there are the questions of what to do with the results. I have actually sat through an extended discussion of how we could use regression analysis to parse out the contribution different teachers made to a group of students’ performance on a set of standardized tests. The answer was, yes it was possible, and could in fact be used to award merit pay increases. But nobody left the room feeling very comfortable that there would be any gain in what we knew made for good teaching.
  • Roughly half of the nation’s students are taking tests under NCLB that are completely free of open-ended questions.
  • educators have a strong incentive to “teach to the test.” In this case, that means teaching low level skills at the expense of the more demanding material that everyone says students need to master in today’s complicated world.
  • But is it fair to give students what amounts to a counterfeit passport to college or work? And do such tests spur high school teachers and principals to aim high with their students? To both questions, the answer is, “No.” In most states today, high school exit tests serve the same role as the standardized tests mandated by NCLB: they try to jack up the floor of student achievement in the nation’s schools. The best high school exit tests would be end-of-course exams akin to the “comprehensive” exams that many colleges and universities require students to pass in their majors before graduation – tests, that is, that would raise the ceiling of student achievement.
  • High-stakes testing has narrowed and dumbed down curricula; eliminated time spent on untested subjects like social studies, art, and even recess; turned classrooms into little more than test preparation centers; reduced high school graduation rates; and driven good teachers from the profession. Those are all reasons why FairTest and other experts advocate a sharp reduction in public school standardized testing and a halt to exit exams.
  • igh school grade
  • point average is a better predictor of college success than either the SAT or the ACT.
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Steve Hargadon: Escaping the Education Matrix | MindShift - 49 views

blogs.kqed.org/...-escaping-the-education-matrix education reform system
shared by thebda on 09 Jan 14 - No Cached
  • “We tell a story about the power of learning that is very different from what we practice in traditional models of school
  • If we really want children to grow up to become self-reliant and reach their full potential, “we would be doing something very different in schools. We live in a state of cognitive dissonance.”
  • “What are most kids getting out of 12 years of school?” he asks. “The honest answer is they’re learning how to follow
  • ...7 more annotations...
  • The reason so many adults find the situation tolerable, he says, may stem from the fact that they experience little control over their own lives. Additionally, they themselves are products of the system
  • For models of healthier ways to frame education, Hargadon suggests looking to food and libraries. “No one says that from age six to 17, we will give you all the same food, at the same time, regardless of your individual circumstances or needs,”
  • “In some ways, traditional schools have co-opted a lot of traditional parental responsibilities,” he says. “That’s really unhealthy,
  • Recognizing the different needs of every student, and the desire to help each one become personally competent as a learner and find productive things to do in life—that won’t happen online.”
  • Technology can support a transformation, but it’s not a silver bullet
  • one way change agents get tripped up is by promoting a particular model, rather than a process by which people can develop (or adopt) models
  • “Living in a democracy means involving people in decision making,” Hargadon says. “You can’t just create a new system to implement top down; you have to provide the opportunity to talk about it and build it constructively.”
  • Jennie Snyder on 09 Jan 14
     
    "How do you tell a story that opens the door to rethinking what people have believed for decades?" Thoughtful piece on changing our paradigm.
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Reading Comprehension: Paper or Screen? | DMLcentral - 61 views

dmlcentral.net/...-comprehension-paper-or-screen reading research learning
shared by Thieme Hennis on 01 Mar 14 - No Cached
  • What makes for effective reading, then? Before trying to answer this question, one has to acknowledge that the answer is complicated and depends on individual users' familiarity with the reading tools that they are using and the purpose for which they are reading. With that in mind, these studies suggest at least a few features. Readers should be able to clearly see the text, and the more text that can be placed within their field of vision at a time, the better. They should have a means for accessing their current place within the text, as well as the ability to quickly move through the text to find information. Finally, they should be familiar with the reading technology, so they can ignore it and simply read. 
  • Thieme Hennis on 01 Mar 14
     
    I argue that the differences revealed in these studies are not between paper and screen, as Jabr suggests, or even between print and digital. Rather, these differences in reading comprehension seem to be a product of how readers interface with these print and electronic technologies and the affordances that each provides to these readers. 
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Creativity is rejected: Teachers and bosses don't value out-of-the-box thinking. - 47 views

www.slate.com/...e_out_of_the_box_thinking.html creativity thinking innovation
shared by Jennie Snyder on 08 Dec 13 - No Cached
  • This is the thing about creativity that is rarely acknowledged: Most people don’t actually like it. Studies confirm what many creative people have suspected all along: People are biased against creative thinking, despite all of their insistence otherwise.
  • Staw says most people are risk-averse. He refers to them as satisfiers.
  • Satisfiers avoid stirring things up, even if it means forsaking the truth or rejecting a good idea.
  • ...8 more annotations...
  • Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid. People’s partiality toward certainty biases them against creative ideas and can interfere with their ability to even recognize creative ideas.
  • Unfortunately, the place where our first creative ideas go to die is the place that should be most open to them—school. Studies show that teachers overwhelmingly discriminate against creative students, favoring their satisfier classmates who more readily follow directions and do what they’re told.
  • It’s ironic that even as children are taught the accomplishments of the world’s most innovative minds, their own creativity is being squelched.
  • All of this negativity isn’t easy to digest, and social rejection can be painful in some of the same ways physical pain hurts. But there is a glimmer of hope in all of this rejection. A Cornell study makes the case that social rejection is not actually bad for the creative process—and can even facilitate it.
  • Truly creative ideas take a very long time to be accepted. The better the idea, the longer it might take.
  • Most people agree that what distinguishes those who become famously creative is their resilience. While creativity at times is very rewarding, it is not about happiness. Staw says a successful creative person is someone “who can survive conformity pressures and be impervious to social pressure.”
  • To live creatively is a choice.
  • You have to let go of satisfying people, often even yourself.
  • Jennie Snyder on 08 Dec 13
     
    We say we like creativity, but we really don't. Thoughtful post on the resistance to creative thinking.
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WHEN OLDER STUDENTS CAN'T READ - 27 views

www.cdl.org/...older_read.php reading teaching moats
shared by Steve C on 21 Jul 10 - Cached
  • Alternate oral reading of passages in small groups, reading with a tape-recording, choral reading of dramatic material, and rereading familiar text can all support text reading fluency. Above all, however, students must read as much as possible in text that is not too difficult in order to make up the huge gap between themselves and other students.
  • Teachers deliberately use new words as often as possible in classroom conversation.
  • They reward students for using new words or for noticing use of the words outside of the class. Such strategies as using context to derive meanings, finding root morphemes, mapping word derivations, understanding word origins, and paraphrasing idiomatic or special uses for words are all productive. If possible, word study should be linked to subject matter content and literature taught in class, even if the literature is being read aloud to the students.
  • Steve C on 21 Jul 10
     
    How to teach reading to older students
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Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism
shared by robert morris on 08 Dec 14 - No Cached
  • Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
  • Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
  • ...25 more annotations...
  • Constructivist learning environments provide multiple representations of reality
  • Multiple representations avoid oversimplification and represent the complexity of the real world
  • Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  • Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
  • Constructivist learning environments encourage thoughtful reflection on experience.
  • Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
  • Jonassen (1994)
  • There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
  • Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
  • Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
  • John Dewey (1933/1998) is often cited as the philosophical founder of this approach
  • while Vygotsky (1978) is the major theorist among the social constructivists.
  • Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
  • Dewey
  • Piaget
  • John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
  • Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
  • social interaction lay at the root of good learning.
  • Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
  • Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
  • Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
    • robert morris
      robert morris on 08 Dec 14
       
      On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
  • The basic tenet of constructivism is that students learn by doing rather than observing.
  • By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
  • 1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
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Kids Create at Google I/O Youth | TIME For Kids - 35 views

www.timeforkids.com/...245831 ArticleOfTheWeek time
shared by anonymous on 08 Jun 15 - No Cached
  • Google I/O conference, now in its seventh year.
    • anonymous
      anonymous on 08 Jun 15
       
      Who knew that there was a Google I/O conference for youth?  How do you get invited to such?
    • anonymous
      anonymous on 08 Jun 15
       
      Where does one go to study to be a web developer?  What kind of degree is that?  Where would one intern?  What other companies hire web developers?  
  • ...6 more annotations...
  • A web developer’s job
    • anonymous
      anonymous on 09 Jun 15
       
      I notice that the more the folks in my department try to create, individualize, or make unique for our users, the more we need to access embed codes.  So, to learn the language of coding may really be an important part of what students need to know in the near future.
  • “Curiosity is the key to unlocking anything you’re interested in,”
    • anonymous
      anonymous on 09 Jun 15
       
      Isn't this the key to engaging students?  Period.
  • “Mistakes mean that you can improve your ideas.”
    • anonymous
      anonymous on 09 Jun 15
       
      Perhaps this should be posted in classrooms!
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Enhancing Critical-Thinking Skills in Children: Tips for Parents - Duke Gifted Letter - 55 views

www.dukegiftedletter.com/...vol6no4_feature.html thinking critical_thinking 10_question_preso
shared by Paul Bogush on 17 Jun 10 - Cached
  • Are in-depth group discussions provided during class time? Are students coached to question their thinking processes and those of their classmates? Are students afforded opportunities to evaluate their progress regularly? Are students encouraged to pose questions regularly in class? Are students provided with guides to help them reflect on their thinking (such as Bloom’s Taxonomy)? Do class projects engage students in analysis, synthesis, and evaluation? Are students given opportunities to consider various opinions and to justify their own beliefs?
  • Table 1 Bloom's Cognitive Taxonomy Competence Description Question/Prompt Knowledge Dates, events, formulas, other facts When did the United States become an independent country from England? What is the formula for area? Comprehension Recognize meaning, sequence, events, interpret information, compare ideas, make inferences, predict ideas What is the author's purpose? How are these numbers related? Is water of sunshine more critical to plant life? Human life? Application Use of information and concepts to solve problems Using your knowledge of calories and your physical makeup, calculate how much energy you must exert to lose three pounds per month. Demonstrate your understanding of how to create a Web site. Analysis Recognize patterns, parts, components Considering the stock market, examine which investments were the most lucrative this quarter. Organize these games by level of difficulty. Synthesis Use of information to create a new system, generalize, draw conclusions When did the United States become an independent country from England? What is the formula for area? Evaluation Assess concepts, weigh opinions for subjectivity, select items, judge Which type of dog would be best suited for your family, given your lifestyle and housing? Which local newspaper is written the most objectively?
  • Paul Bogush on 17 Jun 10
     
    Does your classroom enhance critical thinking?
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Be the Change. Listen. Follow-up » Edurati Review - 42 views

eduratireview.com/...be-the-change-listen-follow-up professional_development
shared by Daryl Bambic on 09 Jun 10 - Cached
  • 1. Be the change. Leaders of professional development seem to forget that they’re actually teaching, and that part of teaching is modeling the activity you hope to see adopted. A session devoted to equipping teachers to implement more collaborative learning that is presented via “death by PowerPoint” is an oxymoron, a term originating from a Greek word appropriately meaning “pointedly foolish.” As one teacher recently expressed it, “Why does the worst teaching often happen in sessions on how to improve teaching?” Why, indeed? Modeling is a powerful teaching technique. In addition to communicating that the suggested new approach promotes learning, demonstration taps into some of the brain’s natural learning systems: This may be because demonstration actually encourages the brain to engage. Specialized neurons known as mirror neurons make practicing “in the head” possible…When a teacher repeatedly performs a sequence of steps, her students’ mirror neurons may enable their own preliminary practice of the same steps. In other words, as a teacher demonstrates a skill, students mentally rehearse it.1
  • Though we’ve been invited to lead professional development, we do not have all the answers. Professional development involves merging new research findings with current personnel—i.e., bringing ideas and people together. One way I’ve tried to do more of this recently is to ask teachers if any of them have tried something similar to a new approach I’ve explained. If any have, I invite them to share their experience. This invites elaboration, a critical cognitive process for constructing understanding. If the teacher’s experience was positive, we discuss why the approach was successful. If the teacher’s experience was frustrating, we often find together the reason for it and develop a plan for structuring it better the next time. This give-and-take values everyone, respects the experience present in the session, and allows the leader to be a colleague rather than an aloof expert.
  • 2. Listen. I have a tendency to get preoccupied with my preparation and forget that I’ll actually have people in the professional development session. Not just people but colleagues!
  • ...1 more annotation...
  • 3. Follow up. I’ve written previously about the importance of coaching and the characteristics of an effective coach. A one-time information flood is ineffective, no matter how engaging the session’s leader may be. Teachers need support as they begin to implement new ideas, methods, and approaches. Note that support, not judgement, is needed. Showing up with an evaluation form is a certain way to kill any benefit professional development might yield. Teachers are learners, and we need the time and space to try, to reflect, to try again, to get helpful feedback, and to truly master implementation. We need the opportunity to learn. Coaching provides this opportunity, along with the encouragement and feedback necessary for success.
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Immersed In Too Much Information, We Can Sometimes Miss The Big Picture : All Tech Cons... - 48 views

www.npr.org/...s-mean-we-miss-the-big-picture infoglut overload desensitized twitsurvey information
shared by Steve Ransom on 17 Aug 10 - Cached
  • Although we find ourselves as travelers in the age of over sharing, it turns out we remain quite adept at avoiding the really tough topics.
  • Google’s Eric Schmidt recently stated that every two days we create as much information as we did from the beginning of civilization through 2003. Perhaps the sheer bulk of data makes it easier to suppress that information which we find overly unpleasant. Who’s got time for a victim in Afghanistan or end-of-life issues with all these Tweets coming in?
  • Between reality TV, 24-hour news, and the constant hammering of the stream, I am less likely to tackle seriously uncomfortable topics. I can bury myself in a mountain of incoming information. And if my stream is any indication, I’m not alone. For me, repression used to be a one man show. Now I am part of a broader movement — mass avoidance through social media.
  • Steve Ransom on 17 Aug 10
     
    A must-read: "Although we find ourselves as travelers in the age of over sharing, it turns out we remain quite adept at avoiding the really tough topics."
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The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

www.centerforsocialmedia.org/...r-use-media-literacy-education copyright fair use media educational technology
shared by Randolph Hollingsworth on 25 Oct 10 - Cached
  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • ...21 more annotations...
  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Randolph Hollingsworth on 08 Jun 12
     
    Good place to look for guidelines about use of media
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Paperless Tiger « buckenglish - 0 views

buckenglish.wordpress.com/...paperless-tiger paperless classroom pedagogy teaching technology collaboration connectivism
shared by Ed Webb on 10 Mar 09 - Cached
  • Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader?  Is the paperless classroom also a teacherless paradigm?  The answer is in some regards, yes.  I have removed myself from center stage.  I have relinquished the need to control every class.  I have stopped seeing work as stagnant…completed and submitted by students and then graded by me.  I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together.  My classes are not, however, teacherless, just less about the teaching and more about the learning.  The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
  • In the absence of my control, the students have many choices to make
  • Teachers often say that modern students are lazy.  I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already.  Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
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The Concept of the Ecosystem - 2 views

www.globalchange.umich.edu/...ecosystem.html defintion ecosystem
shared by Gerald Carey on 09 Oct 08 - Cached
  • An ecosystem consists of the biological community that occurs in some locale, and the physical and chemical factors that make up its non-living or abiotic environment. There are many examples of ecosystems -- a pond, a forest, an estuary, a grassland. The boundaries are not fixed in any objective way, although sometimes they seem obvious, as with the shoreline of a small pond. Usually the boundaries of an ecosystem are chosen for practical reasons having to do with the goals of the particular study.
    • Gerald Carey
      Gerald Carey on 09 Oct 08
       
      Good broad definition of the very nebulous idea. Locale - means a certain place.
  • Gerald Carey on 09 Oct 08
     
    Defintion of an ecosystem
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