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The Hard Part | Peter Greene - 41 views

shared by Amy Burns on 27 Nov 14 - No Cached

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Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx 21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached

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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Podcast: Mobile and Learning with Dr. Michael Truong - 18 views

bettereducators.com Mobile learning comprehension

shared by Eric Robertson on 19 Feb 13 - No Cached

Eric Robertson on 19 Feb 13

Host Eric Robertson's conversation with Michael Truong, Associate Director of UC Merced's Center for Research on Teaching Excellence looks at technology innovations at the UC system's newest campus as an indicator for what is happening nationally. After covering topics ranging from the role of Learning Management Systems to trends in student technology purchases, their conversation focuses on UC Merced's Mobile App Learning Lounge, a resource designed to help students and faculty explore the possibilities of teaching and learning using mobile applications. Truong argues that mobile tools are dramatically enhancing assessment, communication between students and faculty, collaboration activities, and even access to and time spent with learning materials. The conversation concludes with a fascinating discussion about the challenges of teaching in an age of technology driven distraction. Referencing thinkers like Michael Wesch, Sherry Terkle and Nicholas Carr, Robertson and Truong explore how faculty can help students develop critical thinking skills in a "search culture" by moving beyond consuming knowledge to curating and producing it.

<div class="cArrow"> </div><div class="cContentInner">Host Eric Robertson's conversation with Michael Truong, Associate Director of UC Merced's Center for Research on Teaching Excellence looks at technology innovations at the UC system's newest campus as an indicator for what is happening nationally. After covering topics ranging from the role of Learning Management Systems to trends in student technology purchases, their conversation focuses on UC Merced's Mobile App Learning Lounge, a resource designed to help students and faculty explore the possibilities of teaching and learning using mobile applications. Truong argues that mobile tools are dramatically enhancing assessment, communication between students and faculty, collaboration activities, and even access to and time spent with learning materials. The conversation concludes with a fascinating discussion about the challenges of teaching in an age of technology driven distraction. Referencing thinkers like Michael Wesch, Sherry Terkle and Nicholas Carr, Robertson and Truong explore how faculty can help students develop critical thinking skills in a "search culture" by moving beyond consuming knowledge to curating and producing it.</div>

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Brain gym - simple exercises for a better mind and body | Jane Alexander - 83 views

brutallyfrank.wordpress.com/...ses-for-a-better-mind-and-body music exercises mind body brain teachers Classroom Management

shared by Chris Telfer on 07 Feb 15 - No Cached

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Occupy Your Brain - 111 views

One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
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Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
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In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
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We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
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And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
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The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
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by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
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We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
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A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
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The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
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Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
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If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
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The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
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the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
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This is what we spend our childhood in school unlearning. 
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If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
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We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
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Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
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But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
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Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
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You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
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if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
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They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
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And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
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They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
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As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
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They must occupy their brains.
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Isn’t it time for us to do the same?
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Andrew McCluskey on 11 Feb 13

Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).

<div class="cArrow"> </div><div class="cContentInner">Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).</div>

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Andrew McCluskey on 11 Feb 13

This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.

<div class="cArrow"> </div><div class="cContentInner">This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.</div>

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Lightworks - 113 views

www.lightworksbeta.com editor VideoEditing

shared by Michele Brown on 15 Dec 10 - No Cached

Gerald Carey on 15 Dec 10

Wow. What a find! And it's all free... This is from their blurb: ".... we invite you to get familiar with Lightworks, an Academy and Emmy award winning professional-grade editor with over 20 years of history in the film and broadcast industry. Having cut hundreds of films such as Pulp Fiction, The Departed, Centurion and Shutter Island, it includes a full feature set of editorial tools -- from advanced trimming and media management, to stereoscopic support and realtime effects including multiple secondary colour correctors. Lightworks has an advanced effects pipeline, utilizing the power of your GPU. And with support for up to 2K workflows with realtime effects, it is the most advanced editing application available."

<div class="cArrow"> </div><div class="cContentInner">Wow. What a find! And it's all free... This is from their blurb: ".... we invite you to get familiar with Lightworks, an Academy and Emmy award winning professional-grade editor with over 20 years of history in the film and broadcast industry. Having cut hundreds of films such as Pulp Fiction, The Departed, Centurion and Shutter Island, it includes a full feature set of editorial tools -- from advanced trimming and media management, to stereoscopic support and realtime effects including multiple secondary colour correctors. Lightworks has an advanced effects pipeline, utilizing the power of your GPU. And with support for up to 2K workflows with realtime effects, it is the most advanced editing application available."</div>

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Michele Brown on 15 May 12

Video editing program. A robust editing experience. Even though it's been used on Oscar-winning films, it's free!

<div class="cArrow"> </div><div class="cContentInner">Video editing program. A robust editing experience. Even though it's been used on Oscar-winning films, it's free! </div>

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The Research Process - 80 views

newresearchprocess.blogspot.com

shared by Michele Rosen on 07 May 15 - No Cached

Study explores the down side of being dubbed 'class clown' - 15 views

ukedchat.com/...down-side-class-clown behaviour management behaviour

shared by Martin Burrett on 08 May 18 - No Cached

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Rules about technology use can undermine academic achievement - 12 views

ukedchat.com/...echnology-academic-achievement technology behaviour management edtech

shared by Martin Burrett on 05 Jun 18 - No Cached

Google Classroom: Manage the Email Explosion - Teacher Tech - 27 views

alicekeeler.com/...sroom-respond-private-comments

shared by Jørgen Mortensen on 19 Aug 17 - No Cached

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How To Manage Group Work - The Learning Scientists - 3 views

www.learningscientists.org/...weekly-digest-26 how to group learning research collaboration group-work resources tools

shared by Clint Heitz on 23 Sep 16 - No Cached

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Managerialism in UK schools erodes teachers' mental health and well-being - 9 views

ukedchat.com/...managerialism-uk-schools manager mental health wellbeing well-being

shared by Martin Burrett on 18 Jan 19 - No Cached

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Classroom Collaboration Using Social Bookmarking Service Diigo | EDUCAUSE - 26 views

er.educause.edu/...cial-bookmarking-service-diigo ETC645 Lesson1 Assignment PLE ETC655

shared by joygrecowelch on 23 Oct 18 - No Cached

disadvantages
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Building a list of important bookmarks not only is time-consuming, but the list is only available on the individual user's computer. Large collections of bookmarks can quickly become unmanageable and disorganized. Users may not remember why they created a bookmark or what part of the page they were trying to save.1
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Web 2.0 tools
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...1 more annotation...
ocial bookmarking has advantages over the traditional schemes, principally because it relies on a web-based system of classification known as folksonomy. Tags are collaboratively created and managed to annotate and categorize web content.
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