Could we in the United States create school cultures in which instructing colleagues on how they might improve performance is not a rare and emotion-laden event, but rather an accepted and valued mechanism in the development of desirable professional practice?
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shared by Ms. Rowley on 20 Feb 15
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8 Best Practices for Moving Courses Online -- Campus Technology - 2 views
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best practices distance onlinelearning online courses news
shared by Ms. Rowley on 20 Feb 15
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I like how these suggestions are clearly laid out. Each seems common sense but crucial to being successful.
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Using Music to Close the Academic Gap - Lori Miller Kase - The Atlantic - 73 views
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Research demonstrates that music doesn't help as such. The same effect can be got from any discipline where practice and persistence are important. The musical component can be duplicated with explicit phonemic instruction in a short time. You would be better off drawing because it is the only non-academic that has a direct academic relationship - with geometry. The evidence for that has to do with the above, plus junction recognition and visualization. The only thing I didn't touch on is openness to new experience which has a strong correlation to measured intelligence. That's a component of the arts in general. -
I'm aware of the studies and also of the garbage science like the "Mozart Effect." While they don't support the correlation, they are also not definitive. This appears to be a valid study and it is working. Whether the reasons are because they learn practice and persistence or something else is irrelevant, a correlation still exists. Maybe it's just that music is fun and the way we learn music--practice, reflect, refine, repeat--is a good model for learning in general. It's certainly better than standardized tests. Personally, I don't feel a need to justify music's existence by its value to other subjects. It represents some of humanity's greatest achievements. That should be enough.
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Can we change the PD culture of communication? | eSchool News | eSchool News | 2 - 45 views
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This reminds me of the Dual Language observations each month as part of the Principal PLCs. Very powerful experience and what an awesome amount of feedback for the classroom teacher and data to start conversations about instructional practice!
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I think RARE is part of the issue. The fact that we don't often have observers in our classrooms, and we don't often talk about the practices that are effective makes for a feeling of being singled out if criticism is offered.
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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views
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the skills students need in the 21st century are not new.
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Critical thinking and problem solving, for example, have been components of human progress throughout history
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What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
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Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
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some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
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First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
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Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
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inally, we need new assessments that can accurately measure richer learning and more complex tasks
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Skills and knowledge are not separate, however, but intertwined.
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In some cases, knowledge helps us recognize the underlying structure of a problem.
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At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
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if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
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The importance of content in the development of thinking creates several challenges
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first is the temptation to emphasize advanced, conceptual thinking too early in training
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Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
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But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
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We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
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education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
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teachers don't use them.
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Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
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these methods pose classroom management problems for teachers.
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These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
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constant juggling act
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greater collaboration among teachers.
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But where will schools find the release time for such collaboration?
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professional development is a massive undertaking.
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Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
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The first challenge is the cost.
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measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
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When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
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shared by Rachel Hinton on 19 Mar 15
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Preschoolers Practice Programming with Help from MIT -- Campus Technology - 17 views
campustechnology.com/...lers-practice-programming.aspx
practice programming preschoolers help mit campus technology
shared by Rachel Hinton on 19 Mar 15
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Can four-year-olds be taught programming concepts? A research project at MIT is examining just that question. The researchers in MIT's Media Lab are creating a system that lets children aged four to eight control a robot by showing it stickers they've placed on laminated sheets of paper.
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FILLING THE TOOL BOX - 158 views
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As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
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Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
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" Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving." -
Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.
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shared by Frederick Eberhardt on 03 Oct 09
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Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods |... - 85 views
www.edutopia.org/uiry-project-learning-research
Collaborative Learning Powerful Student as Researcher
shared by Frederick Eberhardt on 03 Oct 09
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Dennis OConnor liked it
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In essence, students must learn how to learn, while responding to endlessly changing technologies and social, economic, and global conditions.
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students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems.
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developing inquiring minds
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Studies of problem-based learning suggest that it is comparable, though not always superior, to more traditional instruction in teaching facts and information. However, this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.
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design challenges need to be carefully planned, and they emphasized the importance of dynamic feedback.
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When students have no prior experience with inquiry learning, they can have difficulty generating meaningful driving questions and logical arguments and may lack background knowledge to make sense of the inquiry.
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Absolutely true. I discovered this when I used inquiry-based methods with my students in Qatar who were used to rote learning. They truly did not know where to start. They first needed to learn *how* to be inquisitive.
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Requiring students to track and defend their thinking focused them on learning and connecting concepts in their design work
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All the research arrives at the same conclusion: There are significant benefits for students who work together on learning activities.
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groups outperform individuals on learning tasks and that individuals who work in groups do better on later individual assessments.
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In successful group learning, teachers pay careful attention to the work process and interaction among students.
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"It is not enough to simply tell students to work together. They must have a reason to take one another's achievement seriously.
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She and her colleagues developed Complex Instruction, one of the best-known approaches, which uses carefully designed activities requiring diverse talents and interdependence among group members.
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They require changes in curriculum, instruction, and assessment practices -- changes that are often new for teachers and students.
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A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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A scholarly article with tremendous real-world practical implications and suggestions. Love this.
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Vocational Education meets Research in the dynamic classroom of Linda Darling-Hammond, 2008. The students are doing the research, teaching and learning. They control their own destiny and they are taking the world by storm! They are not waiting to be taught, they are teaching each other and themselves as teams of researchers. Darling-Hammond, L. (2008). Powerful learning: what we know about teaching for understanding. San Francisco, CA: Jossey-Bass.
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2. Google Apps for EDU: Domain Best Practices - 64 views
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As the title indicates, there are best practices for setting up and maintaining your Google Apps EDU account.
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shared by Nigel Coutts on 03 Sep 17
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Sharing our Puzzles of Practice - The Learner's Way - 19 views
thelearnersway.net/...haring-our-puzzles-of-practice
sharing puzzles practice education teaching learning
shared by Nigel Coutts on 03 Sep 17
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Einstein is often quoted as having said "If I have an hour to solve a problem and my life depended on the solution, I would spend the first 55 minutes determining the proper question to ask, for once I know the proper question, I could solve the problem in less than five minutes." Clearly Einstein understood how to attack puzzling problems. As teachers we face a host of puzzles on a daily basis. Every student we teach, thanks to their idiosyncrasies presents a unique puzzle. The interactions between students further complicates things. Our goals for our learners, their learning needs, the demands of the curriculum, pressures from beyond the classroom all result in puzzles for us to manage and to solve.
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shared by Nadjib Aktouf on 08 May 09
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NZ Interface Magazine | Eight habits of highly effective 21st century teachers - 7 views
www.nz-interface.co.nz/articles.cfm
teaching 21stCentury habits 21stcenturylearning 21stcenturyteacher teachers 21stCenturyskills education
shared by Nadjib Aktouf on 08 May 09
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4. Taking risksThere’s so much to learn. How can you as an educator know all these things? You must take risks and sometimes surrender yourself to the students’ knowledge. Have a vision of what you want and what the technology can achieve, identify the goals and facilitate the learning. Use the strengths of the digital natives to understand and navigate new products, have them teach each other. Trust your students.
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I see this so much in those teachers who are afraid to miss a day of class if something doesn't work as planned. Years go by, and all those neat lessons they'd like to do, remain untried. Teachers end up disappointed they weren't able to update their teachings, and students are disappointed with the redundant, "safe" lessons. -
We all need to take little risks each day in how we teach. Reach out try something new, how else will we grow in our practice. Darren Kuropatwa says it best in his Awakening Posibilities Presentation: 5 Minutes to Make a Difference - http://lwictpln2009.wikispaces.com/Professional+Learning "No such thing as Best Practice, it's all Beta practice!" John Evans
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8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
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8 habits to pick up... #2 is probably the most difficult, and #4 reminds me of those teachers who just can't "seem to find the time" to take a chance and try something new.
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New Learning Institute - 0 views
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"The New Learning Institute delivers engaging, personalized, project-based digital media programs to young people and educators. We work in classrooms, after-school centers, museums, and cultural institutions, or wherever learning takes place. Using the latest mobile technologies and digital media practices and tools, we help young people explore their interests, direct their own learning, and better prepare themselves for living and working in the 21st century."
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Looking to the future: M-learning with the iPad - 1 views
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Might Apple's new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself.
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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Step away from problematising writing and toward it being normal to seek help
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mechanical errors r
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errors in the microstructure of writing
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inconsistencies in writin
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macrostructure of writing
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quality and clarity of purpose
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substantive general writing errors
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publication, authorship, training and fairness
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plagiarism
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formal writing courses and reading lists, writing activities, and peer writing groups
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Ideally, the supervisor provides a writing role mode
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fallacious to assume that supervisors are necessarily scholarly writers
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relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
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apprenticeship model can be ineffective
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a passive role in improving their writing
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tudents and supervisors need to master a range of writing task
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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implicit contractual relationship between my students and me
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supervisor
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provide feedback
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conceptu
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methodological
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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initially corrected all errors
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ttle emphasis to these errors in subsequent interactions
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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students assumed some responsibility for proofreading
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cholarly writing in a thesis involves much more than a set of discrete writing tasks
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heightened awareness of individual differences in students as writers
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dependent writer
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‘writer’s block’ that could be overcome by breaking writing down into subtasks
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copious notes
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detailed note‐taking limited her interaction
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brief summary of the key points on my written response to her drafts
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action plan
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
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confident writer
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published during his doctoral studies
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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difficulties with all aspects of the macrostructur
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epeat sections of writing from earlier chapters
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replace repeated text with concise summaries or use cross‐referencing
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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resistant writer
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acknowledged herself to be a poor write
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writing supp
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oral and written feedback
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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specialist assistance
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r lack of commitment to improving the quality of subsequent drafts
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argumentative stance towards writing feedback
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my colleague and I decided that we were no longer prepared to supervise Rita.
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imited writing progress
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, Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
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sporadic writer
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repeatedly failed to meet negotiated deadlines
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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enlisted an experienced supervisor to act as my mentor
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forewarned
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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emotional excitement of writing up a thesis and the ensuing motivation
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lacked
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This trail of documentation
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importance of
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highlighted student‐centred writing issues
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dentified broader issues that also needed to be accommodated in supervision
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confidence in writing does not necessarily equate with capability.
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uture directions
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upport students
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ncouraging them to participate in activities designed to support scholarly writing,
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community of support for each othe
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Technology
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virtual community of student writers
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Ethical writing
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cant attention in postgraduate training to ethical practices in writing
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explore the ethical standards that are in operation in our local academic community.
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underpinned by a performance‐orientation
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ssues of concern related to students’ scholarly writing were identified.
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eper understanding of the breadth of issues related to the supervision of postgraduate writing
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shared by dmassicg on 19 Nov 12
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Twitter Boosts College Grades and Class Engagement [STUDY] - 1 views
mashable.com/...twitter-students-writers
Twitter education engagement college students socialmedia Social media
shared by dmassicg on 19 Nov 12
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Christina Greenhow, an assistant professor of education at Michigan State University, discovered that students using the microblogging service as part of their education are more engaged and have higher grades. In fact, she considers it “a new literary practice,” as she explains in her study “Twitteracy: Tweeting as a New form of Literary Practice.”
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Make a word search puzzle - 75 views
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Students can practice spelling, vocabulary and search for words in a fun way to learn.
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Reintroducing students to Research - 144 views
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First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
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we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
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research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
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learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
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the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
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Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
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In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
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she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
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For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
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What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
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IniTECH :: Solutions Driven - 3 views
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Great site for evaluation practice with digital literacy...if only I could get my stapler back.
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Praxis (Teaching) - Zeitgeist - 48 views
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" Putting educational theory into practice and changing student minds"
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Education Week Teacher: Five Tips for Supporting iPads in the Classroom - 82 views
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Jennie Magiera, a experienced teacher with educational technology, shares key ideas to consider before implementing a one-to-one iPad program in schools. Great practical advice for teachers, administrators. and technology coaches.