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Suzie Nestico

The iCitizen Project - Be the Change - 10 views

mssandersths.posterous.com/the-icitizen-project

project collaboration education #sschat civics citizenship icitizen all_teachers

shared by Suzie Nestico on 28 Nov 11 - No Cached
  • Suzie Nestico on 28 Nov 11
     
    Beth Sanders' students participating in a collaborative exchange with Marialice Curran's student about what it means to be a citizen in the 21st Century.
  • Suzie Nestico on 28 Nov 11
     
    Love what Beth Sanders and Marialice Curran are doing with the iCitizen project. They are connecting their students to talk about authentic aspects of our world that matter.
Dave Truss

What if? A new way to think about PD and conferences. : EFL 2.0 - Teacher Talk - 14 views

ddeubel.edublogs.org/...think-about-pd-and-conferences

pro-d-flip ddeubel conferences

shared by Dave Truss on 03 Nov 11 - No Cached
  • Dave Truss on 03 Nov 11
     
    What if we had presentations without a set topic? Where people show up without an organized agenda. Where the discussion goes this way and that way - as the experience and knowledge of those in the room dictate and NOT as the set delivery of the typical presentation would dictate.
  • Suzie Nestico on 05 Nov 11
     
    Hi there! OK, so I just read this, as you well know I share similar viewpoints as you, but here's my question (and I may be missing something obvious here, but, when I read this, it describes more of the EdCamp model, no? Or is even that too formal to rid the room of the pink elephant? Just wondering.
Ed Webb

The threat to our universities | Books | The Guardian - 0 views

www.guardian.co.uk/...threat-to-our-univerisities

universities university academia opinion analysis education

shared by Ed Webb on 27 Feb 12 - No Cached
  • It is worth emphasising, in the face of routine dismissals by snobbish commentators, that many of these courses may be intellectually fruitful as well as practical: media studies are often singled out as being the most egregiously valueless, yet there can be few forces in modern societies so obviously in need of more systematic and disinterested understanding than the media themselves
  • Nearly two-thirds of the roughly 130 university-level institutions in Britain today did not exist as universities as recently as 20 years ago.
  • Mass education, vocational training and big science are among the dominant realities, and are here to stay.
  • ...7 more annotations...
  • it is noticeable, and surely regrettable, how little the public debate about universities in contemporary Britain makes any kind of appeal to this widespread appreciation on the part of ordinary intelligent citizens that there should be places where these kinds of inquiries are being pursued at their highest level. Part of the problem may be that while universities are spectacularly good at producing new forms of understanding, they are not always very good at explaining what they are doing when they do this.
  • talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields. Some members of these audiences may not have had the chance to study these things themselves, but they very much want their children to have the opportunity to do so; others may have enjoyed only limited and perhaps not altogether happy experience of higher education in their own lives, but have now in their adulthood discovered a keen amateur reading interest in these subjects; others still may have retired from occupations that largely frustrated their intellectual or aesthetic inclinations and are now hungry for stimulation.
  • the American social critic Thorstein Veblen published a book entitled The Higher Learning in America: A Memorandum on the Conduct of Universities by Businessmen, in which he declared: "Ideally, and in the popular apprehension, the university is, as it has always been, a corporation for the cultivation and care of the community's highest aspirations and ideals." Given that Veblen's larger purpose, as indicated by his book's subtitle, involved a vigorous critique of current tendencies in American higher education, the confidence and downrightness of this declaration are striking. And I particularly like his passing insistence that this elevated conception of the university and the "popular apprehension" of it coincide, about which he was surely right.
  • If we are only trustees for our generation of the peculiar cultural achievement that is the university, then those of us whose lives have been shaped by the immeasurable privilege of teaching and working in a university are not entitled to give up on the attempt to make the case for its best purposes and to make that case tell in the public domain, however discouraging the immediate circumstances. After all, no previous generation entirely surrendered this ideal of the university to those fantasists who think they represent the real world. Asking ourselves "What are universities for?" may help remind us, amid distracting circumstances, that we – all of us, inside universities or out – are indeed merely custodians for the present generation of a complex intellectual inheritance which we did not create, and which is not ours to destroy.
  • University economics departments are failing. While science and engineering have developed reliable and informed understanding of the world, so they can advise politicians and others wisely, economics in academia has singularly failed to move beyond flat-Earth insistence that ancient dogma is correct, in the face of resounding evidence that it is not.
  • I studied at a U.K. university for 4 years and much later taught at one for 12 years. My last role was as head of the R&D group of a large company in India. My corporate role confirmed for me the belief that it is quite wrong for companies to expect universities to train the graduates they will hire. Universities are for educating minds (usually young and impressionable, but not necessarily) in ways that companies are totally incapable of. On the other hand, companies are or should be excellent at training people for the specific skills that they require: if they are not, there are plenty of other agencies that will provide such training. I remember many inclusive discussions with some of my university colleagues when they insisted we should provide the kind of targeted education that companies expected, which did not include anything fundamental or theoretical. In contrast, the companies I know of are looking for educated minds capable of adapting to the present and the relatively uncertain future business environment. They have much more to gain from a person whose education includes basic subjects that may not be of practical use today, than in someone trained in, say, word and spreadsheet processing who is unable to work effectively when the nature of business changes. The ideal employee would be one best equipped to participate in making those changes, not one who needs to be trained again in new skills.
  • Individual lecturers may be great but the system is against the few whose primary interest is education and students.
Vicki Davis

Hidden Costs of Being a Teacher | Block Talk - The H&R Block Official Corporate Blog - 5 views

blogs.hrblock.com/...idden-costs-of-being-a-teacher

education news teaching

shared by Vicki Davis on 04 Oct 13 - No Cached
  • Vicki Davis on 04 Oct 13
     
    H&R Block asked me to write an article to help people understand the hidden costs of being a teacher. It is important to help people understand the profession we love. If you agree, I hope you'll like and share this article to help others know what it is like to be a teacher.
Megan Black

Charles Leadbeater: Education innovation in the slums | Video on TED.com - 12 views

www.ted.com/...s_leadbeater_on_education.html

education innovation leadbeater charles TED technology

shared by Megan Black on 26 Jun 10 - Cached
  • Megan Black on 26 Jun 10
     
    Why and How we need to reform education
Jeff Richardson

Cool Cat Teacher Blog: Facebook Photos: Your Delete Doesn't Mean "Delete" - 13 views

coolcatteacher.blogspot.com/...s-your-delete-doesnt-mean.html

shared by Jeff Richardson on 14 Oct 10 - No Cached
    • Jeff Richardson
      Jeff Richardson on 14 Oct 10
       
      And that's exactly why we need to be telling our kids the importance of being good digital citizens!  The issue isn't with sites like Facebook keeping inappropriate content, it's PEOPLE posting it in the first place.  
  • Are you talking to students about the un-deletability of files?
Brendan Murphy

#PassionDriven Conversations: Guest Blogger-Franki Sibberson | Angela Maiers Educationa... - 4 views

www.angelamaiers.com/...-blogger-franki-sibberson.html

blogging passiondriven conversations blog

shared by Brendan Murphy on 06 Nov 10 - No Cached
  • “"While there is often talk about making school 'fun', the real trick is to challenge our students with work that they can deeply believe in, work that matters and gives them a chance to make an impact on the world around them
Roland O'Daniel

Strategies for online reading comprehension - 17 views

www.learnnc.org/...6958

web2.0 search comprehension reading Onlinereading literacy

shared by Roland O'Daniel on 02 Dec 10 - No Cached
  • Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom. The following list includes some of the CSU strategies to strengthen reading comprehension, along with my thoughts on how to incorporate them into classroom instruction: Synthesize online reading into meaningful chunks of information. In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words. The same strategy can also work when synthesizing information from a web page. Use a reader’s ability to effectively scan a page, as opposed to reading every word. We often give short shrift to the ability to scan, but it is a valuable skill on may levels. Using one’s eye to sift through key words and phrases allows a reader to focus on what is important. Avoid distractions as much as necessary. Readbility is one tool that can make this possible. Advertising-blocking tools are another effective way to reduce unnecessary, and unwanted, content from a web page. At our school, we use Ad-Block Plus as a Firefox add-on to block ads. Understand the value of a hyperlink before you click the link. This means reading the destination of the link itself. It is easier if the creator of the page puts the hyperlink into context, but if that is not the case, then the reader has to make a judgment about the value, safety, and validity of the link. One important issue to bring into this discussion is the importance of analyzing top-level domains. A URL that ends in .gov, for example, was created by a government entity in the U.S. Ask students what it means for a URL to end in .edu. What about .org? .com? Is a .edu or .org domain necessarily trustworthy? Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation. However, a lesson in the classroom might do just that: draw a map of the path a reader goes on an assignment that uses the web. That visualization of the tangled path might be a valuable insight for young readers.
anonymous

Gustavo Dudamel leads El Sistema's top youth orchestra | Video on TED.com - 0 views

www.ted.com/...ezuelan_youth_orchestra_1.html

ted.com music

shared by anonymous on 19 Feb 09 - Cached
  • anonymous on 19 Feb 09
     
    The Teresa Carreño Youth Orchestra contains the best high school musicians from Venezuela's life-changing music program, El Sistema. Led here by Gustavo Dudamel, they play Shostakovich's Symphony No. 10, 2nd movement, and Arturo Márquez' Danzón No. 2.
  • anonymous on 19 Feb 09
     
    I watched this broadcast live and when it was over I stood and applauded. I just watched it again and I stood and applauded again. This youth symphony from Venezuela will make YOU stand, too. Watch BOTH pieces!
anonymous

Evan Williams on listening to Twitter users | Video on TED.com - 0 views

www.ted.com/...istening_to_twitter_users.html

twitter ted.com

shared by anonymous on 01 Mar 09 - Cached
  • anonymous on 01 Mar 09
     
    If you use Twitter, watch this TED video
  • anonymous on 01 Mar 09
     
    Listen to how some folks are using Twitter, making it the HUGE phenomenon it is today.
Maggie Verster

Closing the Gap Between Education and Technology - 0 views

www.thejournal.com/23907

school2.0 21st century learning

shared by Maggie Verster on 17 Feb 09 - Cached
  • Maggie Verster on 17 Feb 09
     
    During his recent talk at the FETC 2009 conference in Orlando, FL, Benno opened with an interesting factoid: "Nine out of 10 students don't wear wristwatches," he said. "And the one that does doesn't use it as a timepiece; they use it to make a fashion statement." So why does that matter? It matters, said Benno, because it speaks to the fact that kids use technology in very different ways from what most of us are used to. From cell phones to iPods to a wide array of Web-based tools, "kids today are very fluid and open about their use of technology," Benno said. And if we are going to prepare them for a world that is constantly changing, he added, we need to rethink the ways we use and interact with these very same tools in the classroom.
Shawn B

The Parent-Teacher Talk Gains a New Participant - NYTimes.com - 0 views

www.nytimes.com/...28conferences.html

bestpractices edu_trends edu_news

shared by Shawn B on 28 Dec 08 - Cached
  • At the student-led conferences, our children are learning to be organized and capable adults someday,” Ms. Issa said. “When I was growing up, my parents went to my conference, and I waited at home, scared they would come back with some concerns. With this new kind of conference, there are no secrets. “My daughter is learning that the teacher is not responsible for her learning. Cierra knows that she is responsible for her own success.”
Keith Hamon

Kevin Kelly on the next 5,000 days of the web | Video on TED.com - 0 views

www.ted.com/...ext_5_000_days_of_the_web.html

digital_citizenship language techintegrator technology web 2.0

shared by Keith Hamon on 03 Aug 08 - Cached
  • Keith Hamon on 03 Aug 08
     
    A rather bold take on what the Web will be like 10 years from now.
Vicki Davis

Going Google: Talking with Google Certified teacher Erica Hartman - NJ.com: Jersey Blogs - 0 views

blog.nj.com/..._google_talking_with_goog.html

academy edu_news education gct google teacher

shared by Vicki Davis on 19 Aug 08 - Cached
  • Vicki Davis on 19 Aug 08
     
    It is exciting to see The Star-Ledger Write about Google Certified Teacher, Erica Hartman. Erica does a marvelous job in this interview.
  • Vicki Davis on 19 Aug 08
     
    Interview with Google Certified Teacher, Erica Hartman
Elizabeth Koh

Sugata Mitra: Can kids teach themselves? - 0 views

http/...how_kids_teach_themselves.html

education perspective rural

shared by Elizabeth Koh on 26 Sep 08 - Cached
  • Elizabeth Koh on 26 Sep 08
     
    Fascinating and informative video on the idea that kids can teach themselves how to use computers and learn from it. This applies especially to children in remote areas.
Vicki Davis

ASCD - 0 views

www.ascd.org/...9dee008f99653fb85516f762108a0c

shared by Vicki Davis on 28 Oct 08 - No Cached
  • first 60 seconds of your presentation is
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How many of us emphasize the first 60 seconds of a presentation students give?
  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar, punctuation, or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
  • ...35 more annotations...
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
  • “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      How do we reward students who question teachers -- not their authority but WHAT They are teaching? Do we reward students who question? Who inquire? Who theorize? Or do we spit them out and punish them? I don't know... I'm questioning.
  • want unique products and services:
  • developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      IN a typical year, how often are your students asked to invent something from scratch?
  • The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem. After all the groups have finished, I'll randomly choose someone from each group who will write one of your proofs on the board, and I'll ask that person to explain the process your group used.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Every time I do a team project, the "random selection" is part of it. Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex, multi-step problem that is different from any they've seen in the past
  • how the group solved the problem, each student in every group is held accountable.
  • ncreasingly, there is only one curriculum: test prep. Of the hundreds of classes that I've observed in recent years, fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Not in my class, but in many classes - yes. I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year. I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person. Beware what you measure lest that determine how you grow.
  • . It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
  • I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.
  • critical thinking, communication skills, and collaboration.
  • seven survival skills every day, at every grade level, and in every class.
  • College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Would like to look more at this test, however, also doing massive global collaborative projects requiring higher order thinking is something that is helpful, I think.
  • 2. Collaboration and Leadership
  • 3. Agility and Adaptability
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • 4. Initiative and Entrepreneurialism
  • 6. Accessing and Analyzing Information
  • 7. Curiosity and Imagination
  • I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Background on the research done by Tony Wagner.
  • “First and foremost, I look for someone who asks good questions,” Parker responded. “We can teach them the technical stuff, but we can't teach them how to ask good questions—how to think.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      This is a great aspect of project based learning. Although when we allow students to have individual research topics, some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions. This is TOUGH to do as the students who haven't developed critical thinking skills, whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.
  • “I want people who can engage in good discussion—who can look me in the eye and have a give and take. All of our work is done in teams. You have to know how to work well with other
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Last Saturday, my son met Bill Curry, a football coach and player that he respects. Just before meeting him, my husband reviewed with my son how to meet people. HE told my son, "Look the man in his eyes and let him know your hand is there!" After shaking his hand, as Mr. Curry was signing my son's book, he said, "That is quite a handshake, son, someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught. This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.
  • how to engage customers
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!! The classic issue in marketing is that people think they are marketing to themselves. This happens over and over. Role playing, virtual worlds, and many other experiences can give people a chance to look at things through the eyes of others. I see this happen on the Ning of our projects all the time.
  • the world of work has changed profoundly.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      Work has changed, school hasn't. In fact, I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high. Let them create!
  • Over and over, executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions. As one senior executive from Dell said, “Yesterday's answers won't solve today's problems.”
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      We give students our critical questions -- how often do we let them ask the questions.
  • I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero. You'll never be blamed for failing to reach a stretch goal, but you will be blamed for not trying.
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      If our students get eight out of 10 right, they are a low "B" student. Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new, risky things?
  • risk aversion
    • Vicki Davis
      Vicki Davis on 28 Oct 08
       
      He says risk aversion is a problem in companies -- YES it is. Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world, what they SAY and what they REWARD are two different things, just ask a wall street broker who took a risky investment and lost money.
anonymous

U.S. official says online drug videos threaten teens | Reuters - 0 views

www.reuters.com/...idUSTRE4960Z620081007

shared by anonymous on 07 Oct 08 - Cached
  • The director of the White House war on drugs said on Monday that Internet videos that show people getting high pose a dangerous threat to teenagers by encouraging them to use drugs and alcohol.
    • Vicki Davis
      Vicki Davis on 07 Oct 08
       
      It would be ineresting to see a STUDY on this. While I agree it is not good for kids to see -- we also need to see correlation before we jump into things. I still think that a rating system for youtube and online videos is needed to aid in filtering for age appropriateness.
    • anonymous
      anonymous on 07 Oct 08
       
      Unfortunately very few political decisions (and this kind of thing is always political) are made basd on data or research.
  • "Parents would be horrified to think that people are sneaking into their house to encourage their kids to build a bong or to chug on beer at age 13," Walters said. "The fact is those people are sneaking into your house through your Internet connection on your computer," he said.
    • anonymous
      anonymous on 07 Oct 08
       
      Responsible, internet-aware parenting is necessary--you wouldn't let a stranger in your house to talk to your kids, so why are you letting them view these videos?
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