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Ben Moore

Real Estate Training and Coaching for Agents | LinkedIn - 0 views

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    Professional development for real estate agents housed within the LinkedIn social network allowing agents to interact with other professionals from around the country and around the world in the exchange of new tools and information.
anonymous

Learning with 'e's: Theories for the Digital Age - 8 views

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    Blog author Steve Wheeler summarizes several writings on connectivism in this blog post. He highlights the connectivist idea that learning occurs outside the individual via social networks and PLNs. He also points to the shift in knowledge acquisition from one of "knowing information (aka memorization)" to "knowing how to locate information." He suggests it's vital that students learn to develop their own networks and personalized learning tools.
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    I enjoyed reviewing this blog post. I agree that we need to think about learning differently and be sure to embrace the potential of connect learning through professional and personal learning networks. I had a hard time with the author's claim of the shift away from internalized learning. From my take on the blog post, the view was internal learning is no longer as valid as learning distributed outside the learner. I find this a bit excessive. If we don't internalize information and make it meaningful to ourselves, how can we share anything of importance?
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    I think that this is a great discussion point of the ability to find the material is supplanting the actual knowledge. I feel that this important because with web tools and having all the information available at the click or push of a button it is important to focus learning in a manner that will show that having knowledge is still important.
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    I have taught high school for 15 years, and my role as a teacher has certainly evolved from expert to facilitator when it comes to a majority of my lesson plans. This is a good resource that demonstrates this concept. The administrators at my high school are asking all teachers to adopt the workshop model (which is the way I teach anyway), and I think this resource supports that philosophy because it is based in connectivism.
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    I enjoyed the quote from Siemens where he says that students need to find a method to develop their own learning tools, environment, and communities to store their knowledge. As educators, it is more important for us to guide students to find the information they require. Then coach them as to how they can store and display the knowledge they have acquired.
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    I found his "nutshell" comment about how connectivism argues it's more important to know where to find knowledge than it is to internalise it to be very helpful.
Jim Murtagh

Most Professional Development 'Sporadic, Short Term, and Divorced from Teaching and Stu... - 0 views

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    Teacher Training | News Most Professional Development 'Sporadic, Short Term, and Divorced from Teaching and Student Achievement' Professional development should provide teachers with continuous feedback and opportunities to collaborate and coach each other, according to a new report from the Center for American Progress.
Eric Warren

Grammarly - 1 views

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    Grammarly is an automated proofreader and your personal grammar coach. Check your writing for grammar, punctuation, style and much more.
kristiedtech

How-to-create-higher-performing-happier-classrooms-in-seven-moves.pdf - 1 views

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    Came across this while digging around on the Christensen Institute blog.
bbridgewater019

Communities of Practice in RTI - 1 views

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    Miller begins the article by reviewing what the RTI team and process consists of and then does the same for a community of practice. Following the introduction of both programs the benefits of an RTI-CoP is explored. This exploration includes the ability for professional growth, peer to peer coaching, and an overall improvement to the RTI process by consistent engagement in program improvement. The work then continues to explore CoP by giving examples for creation of such a program and additional ideas for the group.
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