A Collaborative
Internet Project for K-5 Students
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Here's A Goal-Tracking Sheet I'm Giving To Students | Larry Ferlazzo's Websit... - 14 views
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Goal setting makes you more productive and is something I teach my students as well. Larry Ferlazzo, a quite successful educator in my book, teaches this to his students as well. Citing research that shows how students like tracking their achievements towards goals, shares a goal tracking sheet he is using with students. I'm downloading on my ipad now.
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Copy / Paste by Peter Pappas: The Reflective Principal: A Taxonomy of Reflection (Part IV) - 8 views
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The Reflective Principal: A Taxonomy of Reflection (Part IV) Reflection can be a challenging endeavor. It's not something that's fostered in school - typically someone else tells you how you're doing! Principals (and instructional leaders) are often so caught up in the meeting the demands of the day, that they rarely have the luxury to muse on how things went. Self-assessment is clouded by the need to meet competing demands from multiple stakeholders. In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection" - modeled on Bloom's approach. It's posted in four installments: 1. A Taxonomy of Reflection 2. The Reflective Student 3. The Reflective Teacher 4. The Reflective Principal It's very much a work in progress, and I invite your comments and suggestions. I'm especially interested in whether you think the parallel construction to Bloom holds up through each of the three examples - student, teacher, and principal. I think we have something to learn from each perspective. 4. The Reflective Principal Each level of reflection is structured to parallel Bloom's taxonomy. (See installment 1 for more on the model) Assume that a principal (or instructional leader) looked back on an initiative (or program, decision, project, etc) they have just implemented. What sample questions might they ask themselves as they move from lower to higher order reflection? (Note: I'm not suggesting that all questions are asked after every initiative - feel free to pick a few that work for you.) Bloom's Remembering : What did I do? Principal Reflection: What role did I play in implementing this program? What role did others play? What steps did I take? Is the program now operational and being implemented? Was it completed on time? Are assessment measures in place? Bloom's Understanding: What was
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The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views
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"What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
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How to Enter Listen to a Life Contest - www.legacyproject.org - 4 views
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This looks like a great contest. (Plus you can win the kind of computer I have on my desk and it is awesome.) Here's information from the sponsor of this essay contest. I also suggest you get photos and take videos and you can share on your own school website or blog. "The Legacy Project's 14th annual essay contest changes lives and communities as it connects generations and gives students a powerful purpose for writing - listening to and learning from a life . Students learn about real life from real people, and often end up making unexpected friendships along the way. Here's one amazing example of a past winning essay: http://www.legacyproject.org/contests/winners12.html#tulsa Here's a closer look at the educational value of the contest and 21st Century learning skills, with quotes from students and teachers across the country: http://www.legacyproject.org/contests/ltalhowenter.html To enter the Listen to a Life Contest, students 8-18 years interview a grandparent or grandfriend 50 years or older about the older person's hopes and goals through their life, how they achieved their goals and overcame obstacles, or key life experiences. The young person then writes a 300-word essay based on the interview. The Grand Prize is a Lenovo ThinkCentre computer, along with 10 Legacy Awards of a keepsake timepiece from Expressions of Time. The contest runs to March 28, 2014. Students and teachers can find out more about the Listen to a Life Essay Contest, including complete contest rules, at www.legacyproject.org. This national contest is run by the Legacy Project, a big-picture learning project, and the nonprofit Generations United in Washington, DC.
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The Reading Workshop: Goals and Benefits of Student Blogging - 7 views
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shared by Vicki Davis on 16 Apr 08
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Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views
kids-learn.org/...project.htm
best_practice connectingpeople curriculum digital_access education hz08 hzmeta virtualcollab
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This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from the lessons. As teachers we should ask ourselves if there are any barriers to our students’ learning. We should look for ways to present information and assess learning in non-text-based formats.
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Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
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Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2. Teachers use multiple strategies to engage and motivate students. 3. Students demonstrate learning through multiple performance and product formats.
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UDL calls for three goals to consider in designing lessons: 1. Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2. Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
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Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming. Let your imagination go!
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A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using the principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
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Susan Silverman creates excellent projects for global collaboration among elementary students.
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ulimasao - Professional Learning Goals Wiki - 20 views
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shared by David Wetzel on 04 Apr 10
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Lifelong Learning Tips for Success - Continuing Education - 8 views
continuingeducation.ning.com/...lifelong-learning-tips-for
learning lifelong education continuing community careers
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shared by Dave Truss on 07 May 10
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What Makes a Master Teacher « The Principal of Change - 26 views
georgecouros.wordpress.com/...what-makes-a-master-teacher
teaching leadership studentteacher bestpractices learningconversations
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1. Connects with kids first 2. Teaches kids first and curriculum second 3. Ensures that they draw relevance to curriculum 4. Works with students to develop a love of learning 5. Embodies lifelong learning 6. Focuses on learning goals as opposed to perfomance goals 7. Ensures that "character education" is an essential part of learning 8. Passionate about the content they teach 9. A master teacher is a "school teacher" 10. Strong communication skills
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Working Toward Student Self-Direction and Personal Efficacy as Educational Goals - 2 views
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she observes student-led parent/student conferences.
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In traditional classrooms the teacher is seen as the information giver; knowledge flows only one way from teacher to student. In contrast, the methods used in a collaborative classroom emphasize shared knowledge and decision making.
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Teachers may have a great deal of difficulty learning how to share control of instruction with students.
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helping students make their own decisions will conflict with some teachers' learned experiences as well as their feelings about being in charge.
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Similarly, students who are used to relying on teachers to give them so much structure, direction and information will have to learn to start asking themselves
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Some psychologists point out that fostering self-determination and personal efficacy can conflict with our goals for collaborative work (Sigel) unless we find ways to mold both goals into our instructional programs
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self-direction can refer not only to the individual but to a group, a class of students, that decides upon goals, designs strategies and collaboratively evaluates progress on a group basis. As Vygotsky (1978) notes,
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learning to think occurs within a social context; group speech gradually becomes internalized as personal self-talk about confronting life's difficult, complex situations.
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Some critics (Apple, 1979) suggest that schools help students reproduce knowledge of a dominant social, economic class, and not engage in producing for their own knowledge.
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Further, many parents are concerned that a reorientation toward student self-direction and personal efficacy will diminish the influence of home and school and inadequately prepare students for the work force.
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shared by Duane Sharrock on 12 Oct 12
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Metacognition: An Overview - 7 views
gse.buffalo.edu/...metacog.htm
thinking about thinking Cognitive Strategy Instruction Flavell regulation planning strategy metacognition mindfulness infotention learning sternberg CSI
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Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
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While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
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According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
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These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
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Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text).
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Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be.
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Metacognition, or the ability to control one's cognitive processes (self-regulation) has been linked to intelligence
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Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.
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Sternberg refers to these executive processes as "metacomponents" in his triarchic theory of intelligence (Sternberg, 1984, 1986a, 1986b). Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. According to Sternberg, metacomponents are responsible for "figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly" (Sternberg, 1986b, p. 24). These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.
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CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993)
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Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies
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"According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables."
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Sternberg defined intelligence as mental activity central to one's life in real-world environments; individuals "succeed" in life when they use mental skills to adapt to, select, and shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of the theory to the Theory of Successful Intelligence. As per its original name, the theory comprises three types of intelligence: analytical (also referred to as componential); practical (also referred to as contextual) and creative (also referred to as experiential).
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Thing 7C: RSS News! | Reflecting Pools - 0 views
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I’ve always valued problem-solving, decision-making, and higher critical thinking skills in my classes. I know that 7th graders are a bit wobbly in their emerging abstract thinking skills, but I also know that a little scaffolding and creative empowerment helps those new skills flourish! Learning how to learn and learning how to think are two of my top goals for each of my students.
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"I've always valued problem-solving, decision-making, and higher critical thinking skills in my classes. I know that 7th graders are a bit wobbly in their emerging abstract thinking skills, but I also know that a little scaffolding and creative empowerment helps those new skills flourish! Learning how to learn and learning how to think are two of my top goals for each of my students." I love this quote from Amy Dean about what she wants for her 7th grade students. Amy has a very nice blog, reflecting pools.
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Curriculum Collaboration Toolkit - 0 views
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Effective teaching with technology matches the teacher's goals and the learner's characteristics and needs, with tools that enhance understanding.
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YouTube - leelefever's Channel - 0 views
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The Common Craft Show is a series of short explanatory videos by Lee and Sachi LeFever. Our goal is to fight complexity with simple tools and plain language. We call our format "paperworks" and publish a new video about once a month.
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AJET 19(1) Boyle (2003) - design principles for authoring dynamic, reusable learning ob... - 1 views
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a learning object is defined as any entity, digital or non-digital, that may be used for learning, education or training. IEEE
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learning objects must be developed with potential reuse, and especially repurposing in mind. The principal aim of this paper is to explore and delineate principles underlying authoring for reuse and repurposing.
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This mapping suggests that each learning object should be based on one learning objective or clear learning goal.
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The principle of cohesion, however, indicates that there should be a separate learning object for each type of loop. An immediate advantage is that the tutor can select the order in which these learning objects are combined. A tutor dealing with experienced student may wish to deal with these in sequence; another tutor with a different group of students may intersperse these learning objects with object dealing with other features of the language.
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independently of the other (
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The learning object should, as far as possible, be free standing.
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YES! Can we please apply this to items as simple as Word documents and HTML? It would make things so much easier. This also reminds me of good pedagogical design principles BEFORE we had digital learning -- the same should be true for worksheets, handouts, textbooks, etc. It needs to be able to be changed.
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We must face the challenge of creating learning objects that are cohesive, decoupled and pedagogically rich. This design challenge is associated with the issue of 'repurposability' as we might expect rich learning objects to provide further options for adaptation by local tutors.
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n the Java language
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The project involves intervention in syllabus development, the social organisation of learning and the introduction of new eLearning materials. The eLearning resources are being based on the authoring of rich, reusable learning objects. This development provides the focus for the present discussion.
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The learning objects are being developed both to meet immediate pedagogical needs and to serve this larger goal. This produces extra pressure initially. However, it provides the potential to divide the eventual task among a number of contributing partners, exploiting considerable advantages of scale.
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A key challenge for the project is to resolve the tensions in a creative and productive way.
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A compound object consists of two or more independent learning objects that are linked to create the compound.
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They thus provide a basis for pedagogical richness that fully exploits the opportunities offered by the technology.
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they should be able to reconfigure this to shape their own compound object.
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main types of binding: navigational bindings through URLs and non-URL based content bindings. This design pattern deals with the issue of URL based bindings.
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learning object consists of a core and zero or more expansions. A default object is presented with the core with certain expansions added. These expansions aim to provide added pedagogical value to help in attaining the learning objective.
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the relationship between learning objects and the syllabus, course or other higher organising structure in which they are delivered.
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the syllabus navigation structure operates at a different layer of organisation for the learning object resources
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painful reading with the example of Java - but the point remains that all learning objects should be managed and designed with the purpose of being able to use them in the future in ways that are dynamic and reusable. This means de-coupling them and ensuring they are made of distinct pedagogical units.