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Karrissa Harbour

Dave's ESL Cafe - 0 views

www.daveseslcafe.com

teaching esl jobs

shared by Karrissa Harbour on 29 Aug 12 - Cached
  • Karrissa Harbour on 29 Aug 12
     
    Postings for ESL jobs all over the world.
Emily Wampler

The 7 Levels of School Consciousness | Education Is My Life - 0 views

educationismylife.com/levels-of-school-consciousness

shared by Emily Wampler on 26 Sep 12 - No Cached
    • Emily Wampler
      Emily Wampler on 26 Sep 12
       
      I like this diagram!  Gives us something a little higher to aim for than just a perfect test score. 
  • The “higher” needs, levels 5 to 7, focus on the cultural cohesion and values alignment; mutually beneficial alliances and partnerships with other schools and the local community; and a strong focus on social responsibility. The emphasis at these higher levels is on enhancing the common good of all stakeholders—students, employees, parents, the local community, and society at large. Abraham Maslow referred to these as “growth” needs. When these needs are fulfilled they do not go away. They engender deeper levels of commitment and motivation.
  • For better or worse, our high schools in the US have many extracurricular opportunities for students to feel that sense of culture with each other.
  • ...3 more annotations...
    • Emily Wampler
      Emily Wampler on 26 Sep 12
       
      And yet doesn't research also show that you are more likely to get a job with a degree than not?  But maybe the learning doesn't transfer, just the piece of paper saying you completed a program...  Hmmm...
  • “It’s Never Mattered That American Schools Lag Behind Other Countries”?
  • Focusing on performance and results should happen, but in order to take a school from “good to great”, the focus has to eventually change. Once stakeholders realize that their school is judged by more than test scores, real change can happen.
Benjamin Hindman

Let Them Play: Video gaming in education - 0 views

digitaldollar.edublogs.org/...play-video-gaming-in-education

shared by Benjamin Hindman on 03 Oct 12 - No Cached
  • I started my 4th-grade students up on an updated version of Lemonade Stand.
  • The kids all wanted to make money and, within less than an hour, my English-language learning students were appropriately using words like net profit and assets.
  • allow students to play educational games as part of a facilitated lesson have  students create video games for their classmates or younger students use game design principles in curriculum design
  • ...10 more annotations...
  • the added visual and audio effects, video games deliver information to students’ brains in a much more effective envelope.
  • research has shown that educational video games can increase student achievement, as well as spatial reasoning skills, compared to more traditional instruction.
  • Mission-based video games are about more than just getting students to memorize facts. Video games have been shown to teach literacy, problem-solving, perseverance, and collaboration.
  • Most video games offer students opportunities to both gain knowledge and, more importantly, immediately utilize that knowledge to solve a problem.
  • This immediate application of knowledge, coupled with the inherent fun of video games, engages and motivates students far better than many traditional lessons could. Students become problem solvers who can think through complex missions to find the best possible solution.
  • And because students are so motivated to find a solution, they will often take risks they might otherwise be too scared to take in the classroom.
  • Not only is he gaining valuable collaborative and leadership skills, he’s also becoming a true global citizen.
  • With any in-class activity, our job as teachers is to help students transfer that knowledge so they can use it in scenarios outside of that day’s lesson. The same goes for educational games.
  • Because students were in the lab, they weren’t bored enough to cause trouble during their down-time. Plus, teachers started seeing some intriguing self-regulation habits take form. With a limited number of controllers, students were politely asking and offering to take turns in the game lab, without adult intervention. And the lab attracted a variety of kids — girls, boys, special education students, kids from all socio-economic backgrounds. Students who normally never interacted were playing together.
  • School leaders contend that by building video games that work, students begin to understand complex systems, which will give them valuable knowledge as they enter the workforce.
  • Benjamin Hindman on 03 Oct 12
     
    A very interesting look at gaming in education.  This site also provides ideas and suggestions for integration of games into the classroom.
Shally Ackerman

Digital Literacy in the primary classroom | Steps in Teaching and Learning - 0 views

www.ictsteps.com/...eracy-in-the-primary-classroom

shared by Shally Ackerman on 01 Sep 12 - No Cached
  • 8 elements of Digital Literacy
  • Cultural [Cu] Cognitive [Cg] Constructive [Cn] Communication [Co] Confidence [Cf] Creative [Cr] Critical [Ct] Civic [Ci]
  • he following is my interpretation of how they might be used for teaching and learning in a primary classroom
  • ...17 more annotations...
  • definition in its publication Digital Literacy
  • To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.
  • The challenge is how we as teachers can foster digital literacy in all areas of the school curriculum
  • it is our responsibility to ensure children are not only confident users but can also make informed decisions about the use of such digital technologies to help them in their learning
  • How can we ensure that our learners are digitally literate?
  • We can help children understand their role in the wider community and how they will have an effect on it. What they say becomes incredibly important when you begin to use digital tools to publish their content online for the world to see
  • Don’t envisage this as how your learners will use digital tools but how they will use their own cognitive tools to do so
  • In today’s digital world children have a multitude of ways to communicate that are more or less digital variations of those tools 30 years previously.
  • developing links and strengthening those bonds by fostering projects and interaction is the next step
  • Go with what the learners suggest, follow up their questions even if it isn’t in your panning
  • Learners today need to know which tools are the best to communicate the message they want to say, they need to make deliberate and informed choices that recognise what these digital communication tools can do and how best to utilise them.
  • You want a class of learners that will know which tools will get the job done effectively and which tools will only hold them back
  • Never before has a learner been presented with so much choice to draw a picture – from pencil and paper to digital pens and paper on a tablet device
  • owever the creative potential is being held back by teachers who are either not prepared to use these tools in their class due to other ill conceived curriculum pressures or they just don’t know how.
  • How do we know it is written by the author claiming it to be so? We need to develop critical awareness and thinking
  • Children cannot go on accepting the first result they receive from a search
  • Digital Literacy must be developed across every part of the curriculum and not just ICT and our learners must be given the freedom to do so in schools today
  • Shally Ackerman on 01 Sep 12
     
    This article breaks down some of the concepts that go into digital literacy.
Stephanie McGuire

Digital Literacy Includes Learning to Unplug - NYTimes.com - 1 views

parenting.blogs.nytimes.com/...cy-includes-learning-to-unplug

shared by Stephanie McGuire on 05 Sep 12 - No Cached
  • The new digital divide isn’t between children who have access to computers and devices and those who do not. It’s between kids whose parents are saying “turn that thing off” and those whose parents don’t limit their access — because they don’t know how, or because they’re not available to do it.
  • Instead of closing the achievement gap,” said the author of the Kaiser study, “they’re widening the time-wasting gap.”
  • The F.C.C. is considering creating a “digital literacy corps” to teach productive uses of the computer and Internet to students, parents and job seekers
  • Stephanie McGuire on 05 Sep 12
     
    A problem lies also in the time wasted on technology. Education needs to include WHEN to use technology for learning purposes.
  • ...1 more comment...
  • Madeline Grygiel on 05 Sep 12
  • Madeline Grygiel on 05 Sep 12
     
    "A study published in 2010 by the Kaiser Family Foundation found that children and teenagers whose parents do not have a college degree spent 90 minutes more per day exposed to media than children from higher socioeconomic families"... why is this? Parents busy working? Lack of resources (e.g. books)? Home environment (e.g. no yard to play in outside)?
  • Stephanie McGuire on 06 Sep 12
     
    Thank you for sharing the original article, very interesting and well written! What a difference in time wasted per day. I would agree with your ideas of why that might be. So I certainly think a digital literacy core could be a helpful and useful investment! I also think education for parents is just as important as students to learn to use the Internet to learn new information and be creative.
Emily Wampler

Taking the risk - 0 views

steve-wheeler.blogspot.co.uk/...taking-risk.html

shared by Emily Wampler on 07 Sep 12 - No Cached
  • Why do we stick to one subject for each lesson, when in fact all subjects have links across the entire curriculum.
  • Today, I argued, we need to prepare children for flexible working and agile thinking, where their employment may well be highly mobile and location independent. They will need to acquire critical thinking and problem solving skills, and will need to be highly digitally literate. They will need to be creative and will need to know how to innovate. They will need to know how to self organise, and also work in distributed teams, where the other members of that team may be connected over great distance through technology. They will need to gain an appreciation that change is an opportunity rather than a threat, and that a lifetime of work may encompass a portfolio career of several different jobs, requiring different skill-sets. They will need to be lifelong learners.
  • I asked why we still use ICT suites, which send a message to the children that 'this is where we do computing'.
  • Emily Wampler on 07 Sep 12
     
    Short little article that seems prophetic in the author's take on what skills will be important for students to have for future careers.  He also asks some interesting questions about the way things have always been done...
Emily Wampler

ASCD Express 6.10 - Tips for New Teachers: Goodbye to "Good Job!"-The Power of Specific... - 0 views

www.ascd.org/...610-wilson.aspx

shared by Emily Wampler on 12 Sep 12 - No Cached
    • Emily Wampler
      Emily Wampler on 12 Sep 12
       
      I agree with most of this article, but I wonder if occasionally the use of names (calling on specific children as examples) can still be appropriate?  Why are we so afraid of hurting other kids feelings?  Or is that never acceptable nowadays?
  • Say what you see, not how you feel.
  • Name only behaviors that have actually occurred.
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  • Although the intention is good, using general praise on its own does little to help students understand your expectations and recognize their own achievements.
  • Avoid naming some students as examples for others
  • Use those opportunities to offer specific feedback focused on children's positive behaviors.
  • Each bit of such feedback will help students understand your expectations, build on their strengths, and recognize themselves as competent and independent learners.
Emily Wampler

Why students skip school - Schools of Thought - CNN.com Blogs - 0 views

schoolsofthought.blogs.cnn.com/...why-students-skip-school

shared by Emily Wampler on 14 Sep 12 - No Cached
  • about 15% of the K-12 population - are out of school 18 or more days of the school year.
  • students who skip more than 10 days of school are significantly (about 20%) less likely to get a high school diploma.  And they’re 25% less likely to enroll in higher education.
  • parental encouragement to attend school was the most widely cited factor in what would make students want to go to class diligently.
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  • “If we - parents, educators, and even celebrities - show them we truly care about them, their aspirations and frustrations, they will be more likely to care about making it to school,”
  • they wanted to see a “clear connection” between their classes and the jobs they’d like down the road.
  • Emily Wampler on 14 Sep 12
     
    Why do students skip?  Because they can...
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