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Toby Grosswald

The Electronic Portfolio Development Process - 23 views

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    The process of developing electronic process portfolios can document evidence of teacher competencies and guide long-term professional development. The competencies may be locally defined, or linked to national process standards. Two primary assumptions in this process are: 1.) a portfolio is not a haphazard collection of artifacts (i.e., a scrapbook) but rather a reflective tool which demonstrates growth over time; and 2.) as we move to more standards-based teacher performance assessment, we need new tools to record and organize evidence of successful process, for both practicing professionals and student teachers.
GoEd Online

10 Election 2012 Teaching Resources You Should Know About - 0 views

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    Election 2012 is all over the news and, with just a few short weeks remaining until the "big day," your students are probably asking tons of questions about this exciting process. If you're looking for great process resources on voting, the candidates and/or the Electoral College, you've come to the right place!
Nigel Coutts

Taking time to design programmes for understanding - The Learner's Way - 0 views

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    Identifying what our children need to learn is one of the most important processes within education. For the teacher this is the question they engage with as they design their process and learning units. By no means is this an easy task and the teacher must balance multiple factors to ensure that the programmes they design provide their students with the learning they require. Even the most effective sequence of lessons is of little value if what it sets out to teach has little importance in the lives our learners are likely to lead. 
Sheri Edwards

Explaining Collaboration to Learners - 0 views

  • In a collaborative workspace, people amplify one another
  • The first is, “Accept every offer.”
  • “Make your partner look good.”
  • ...5 more annotations...
  • Focus on “This is what I have, what can I add to it?  How do I make my partner look good?”
  • An interested person leans in and listens closely when group members have something to say; an interested person is curious about solutions other than the first one suggested.  An interested person is more concerned about the process than their role in it.  An interested person does more to amplify the people around them.
  • receive information as well as send it.
  • Communicate, Not Transmit
  • Collaboration in the Classroom? So, what do learners need to know to better understand what collaboration really means? Collaboration absolutely requires the participation of two or more people; if you could accomplish the work by yourself, you’re cooperating, not collaborating. Collaboration Is enhanced by “accepting every offer” and “making your partner look good.”  Focus on what you can add to what others have suggested rather than revising or fixing their ideas or solutions. Collaboration is facilitated by group members that focus on being *interested* rather than being *interesting* - be curious about others’ ideas, explore the possibilities, enjoy the process rather than focusing to quickly on the outcome. Collaboration demands bi-directional communication in which your ideas are shaped by the ideas of others; you must work to make sure your ideas are comprehensible.
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    Collaboration vs cooperation
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    collaborate vs cooperate: teaching it "This is what I have, what can I add to it? How do I make my partner look good?"
Nigel Coutts

Thinking in the Wild - Thinking routines beyond the classroom - The Learner's Way - 0 views

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    Despite this being a 'thinking' conference, despite us all being advocates for structured and scaffolded models of thinking, not one group had applied any thinking routines, utilised a collaborative planning protocol or talked about applying an inquiry model or design thinking cycle. It wasn't that we didn't know about them. It wasn't that we don't know how to use them. It wasn't that we don't value them. We had all the knowledge we could desire on the how to and the why of a broad set of thinking tools and anyone of these would have enhanced the process, but we did not use any of them. Why was this the case and what does this reveal about our process of these methods to our students?
Nigel Coutts

Number Talks for Number Sense - The Learner's Way - 0 views

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    "Number Talks" is an approach to the teaching and learning of Number Sense. Rather than relying on the rote-memorisation of isolated number facts achieved through drills of "table-facts", Number Talks aim to build confident, number fluency, where learners recognise patterns within and between numbers and understand the properties of numbers and operations. Number Talks are a "mind on" learning task that engages students in an active learning teaching as they search for patterns, decompose and recompose numbers and develop a flexible understanding.
Nigel Coutts

Mathematical thinking presents teachers and students with new challenges - The Learner's Way - 0 views

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    The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the teachinges of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.
Fred Delventhal

educational-origami » Bloom's and ICT tools - 1 views

  • Bloom's and Revised Bloom's give us a learning process.
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    It's my experience that people forget that these are a learning process and not better over worse ways to teach.
Randy Rodgers

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | Wired Business | Wired.com - 15 views

  • Decentralized systems have proven to be more productive and agile than rigid, top-down ones
  • Teachers provide prompts, not answers, and then they step aside
  • We don’t openly profess those values nowadays, but our educational system—which routinely tests kids on their ability to recall information and demonstrate mastery of a narrow set of skills—doubles down on the view that students are material to be processed, programmed, and quality-tested. School administrators prepare curriculum standards and “pacing guides” that tell teachers what to teach each day. Legions of managers supervise everything that happens in the classroom; in 2010 only 50 percent of public school staff members in the US were teachers.
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  • In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills
  • And yet the dominant model of public education is still fundamentally rooted in the industrial revolution that spawned it, when workplaces valued punctuality, regularity, attention, and silence above all else.
  • “schools in the cloud,”
  • There will be no teachers, curriculum, or separation into age groups—just six or so computers and a woman to look after the kids’ safety. His defining principle: “The children are completely in charge.”
  • as the kids blasted through the questions, they couldn’t help noticing that it felt easy, as if they were being asked to do something very basic.
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    Must. Read. Such a valuable lesson and another example of how we are doing it wrong.
Clif Mims

EdTech Action Network - 0 views

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    "ETAN provides a forum for educators and others to engage in the political process and project a unified voice in support of a common cause - improving process and learning through the systemic use of technology. ETAN's mission is to influence public policy-makers at the federal, state and local levels and to increase public investment in the competitiveness of America's classrooms and students."
Dean Mantz

Education Week: Districts Scrutinizing Teaching Applicants' Potential - 9 views

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    Very interesting and excellent process ( in my eyes) for schools to hire teachers!
Jennifer Dorman

Marking work in Google Docs | ICT in my Classroom - 0 views

  • What is the best way to give feedback on a piece of work produced in Google Docs? What formatting tools are most appropriate to use when leaving comments? How do you organise 30 to 60 pieces of work handed in to you? How do children hand in work? What new possibilities does this process uncover?
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    What is the best way to give feedback on a piece of work produced in Google Docs? What formatting tools are most appropriate to use when leaving comments? How do you organise 30 to 60 pieces of work handed in to you? How do children hand in work? What new possibilities does this process uncover?
Nigel Coutts

Does Mathematics Education need a re-think? - 0 views

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    Once upon a time Mathematics was easy to teach. A typical lesson would begin with a direction towards a particular page of the text book and would conclude with the ceremonial marking of the answers. This process was repeated over and over, year after year and in the end students would be able to repeat the required method with a satisfactory degree of accuracy.
Jennifer Dorman

http://www.mywebspiration.com/index.php - 0 views

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    Whether working individually or collaboratively, Webspiration™ is the new online visual thinking tool that helps you: capture ideas organize information diagram processes create clear, concise written documents With integrated diagram and outline views you can think visually, structure your work effectively and express your ideas in the ways that communicate best.
GoEd Online

Technology Ice Breakers for Back-to-School - 0 views

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    Ice Breakers are the introductory norm for classrooms full of new students, but you can add interest and innovation to the getting-to-know-you process with manageable web tools.
Nigel Coutts

Becoming Learners: Making time for OUR Learning - The Learner's Way - 0 views

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    At the heart of all that we do as teachers lies the act of learning. Our hope is that our actions inspire our students to engage in a process that results in their acquisition of new knowledge, mastery of new skills and the development of capacities and dispositions which will prepare them for life beyond our classrooms. Increasingly our focus is on developing the skills and dispositions our students require to become life-long learners. We recognise that in a rapidly changing world, the capacity to take charge of your personal learning journey, to become self-navigating learners is essential. 
Nigel Coutts

Enhancing the power of our reflective practice - The Learner's Way - 0 views

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    "We do not learn from experience... we learn from reflecting on experience." ― John Dewey These words by John Dewey point to a truth about learning that is often forgotten. Experience alone is not sufficient for true learning to occur; reflection is an essential part of the process and our failure to include time for this is why our learning often does not stick.
Nigel Coutts

Towards a pedagogy for life-worthy learning - The Learner's Way - 0 views

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    In the contemporary classroom, there is much greater consideration of what the learner does in partnership with their teacher so that they develop the capacity to learn. Classroom routines and structures are designed to engage the learner in a rich process of dialogical learning. 
Nigel Coutts

A curriculum built on the fundamental questions of our disciplines - The Learner's Way - 0 views

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    As we make plans for how we will engage our students in their learning the decisions we make become fundamental to how they will grow to understand the purposes of learning. How our learners approach the curriculum and the disciplines is fundamental to the outcomes we may achieve for them. One path will set them up to view learning as the acquisition of information the other to see it as a process of asking and exploring questions of significance through the many unique lenses.
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