Generation V is not defined by age, gender, social class or geography. Instead, it is based on achievement, accomplishments and an increasing preference for the use of digital media channels to discover information, build knowledge and share insights.
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The Nerdy Teacher: Smiling As My Students Fail #edchat - 4 views
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Vicki Davis on 16 Dec 13Great advice from Nicholas Provenzano about failure: "What I am not saying is that teachers should leave students on their own to figure everything out and sit back and watch them fail on exams or essays. Teachers still need to guide their students and let them explore learning, but you have to let them try new things and learn through trial and error. The error part is the thing people are starting to forget. In the rush to get through content, it's easier to give students the answers instead of letting them discover them on their own through hard work. As you work in your class this year, try to take a step back when a student fails the first time. Assure them they can come up with the right answer on their own if they try a couple of times. Offer them strategies on how to approach problems in different ways to get new outcomes. "
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'Generation V' Defies Traditional Demographics - 8 views
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Findings about these Generation V segments: Up to 3% will be creators, providing original content. They can be advocates that promote products and services. Between 3% and 10% will be contributors who add to the conversation, but don’t initiate it. They can recommend products and services as customers move through a buying process, looking for purchasing advice. Between 10% and 20% will be opportunists, who can further contributions regarding purchasing decisions. Opportunists can add value to a conversation that’s taking place while walking through a considered purchase. Approximately 80% will be lurkers, essentially spectators, who reap the rewards of online community input but absorb only what is being communicated. They can still implicitly contribute and indirectly validate value from the rest of the community. All users start out as lurkers.
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"Generation V is not defined by age, gender, social class or geography. Instead, it is based on achievement, accomplishments and an increasing preference for the use of digital media channels to discover information, build knowledge and share insights." Additionally the percentages that create content, contribute, etc. affects classroom and project planning. Do we allow students to "lurk" Findings about these Generation V segments: * Up to 3% will be creators, providing original content. They can be advocates that promote products and services. * Between 3% and 10% will be contributors who add to the conversation, but don't initiate it. They can recommend products and services as customers move through a buying process, looking for purchasing advice. * Between 10% and 20% will be opportunists, who can further contributions regarding purchasing decisions. Opportunists can add value to a conversation that's taking place while walking through a considered purchase. * Approximately 80% will be lurkers, essentially spectators, who reap the rewards of online community input but absorb only what is being communicated. They can still implicitly contribute and indirectly validate value from the rest of the community. All users start out as lurkers."
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shared by David Wetzel on 04 Aug 10
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Stimulating Critical Thinking through a Technological Lens - 13 views
www.teachscienceandmath.com/...g-through-a-technological-lens
critical thinking data analysis science math teach learning teaching project based podcasting digital story telling spreadsheets
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Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation of both inquiry-based and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens of video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).
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Discover What is Pangea Day and how film unites people to build a better future - 0 views
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The Pangea Day Mission & Purpose Pangea Day is a global event bringing the world together through film. Why? In a world where people are often divided by borders, difference, and conflict, it's easy to lose sight of what we all have in common. Pangea Day seeks to overcome that - to help people see themselves in others - through the power of film. The Pangea Day Event Starting at 18:00 GMT on May 10, 2008, locations in Cairo, Kigali, London, Los Angeles, Mumbai, and Rio de Janeiro will be linked for a live program of powerful films, live music, and visionary speakers. The entire program will be broadcast - in seven languages - to millions of people worldwide through the internet, television, and mobile phones.
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The Beatings Will Continue Until Morale Improves - Practical Theory - 0 views
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Interesting discussion going on about the pros and cons of a strict school environment
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This article is dealing with a school and a social environment that has deteriorated past the ability to self-regulate through a series of stated guidelines. Both your school and ours are able to maintain their levels of operation through similar sets of guidelines, but in viewing the situation in the article I can completely understand how that school would need to take those steps to regain control over what had become an unmanageable situation. Looking at examples from the article of students who receive detention for failing to carry their ID after being reminded of it the previous day is not an unusual policy in most public schools. Denial of the "pleasant" aspects of school life for students who struggle academically or behaviorally is also nothing new. In this case they have made it a core part of the students life. Think about it this way: how many of these students who learn through these hard lessons of personal responsibility are going to be come parents who pass along to their children the values of personal responsibility? Some of the parents at CCS have a saying..."It's good to be in the bubble." There is a safe, easily maintained environment at the school, reinforced by clear guidelines and rules with defined penalties for failure to comply. To those who would think this too strict or limiting I would refer you to the number of students returning to our school after venturing into the "real world" and realizing "the bubble" is a better place for them. This is very similar to what I saw at SLA when I visited. Your students are committed to attending the school. They have a personal investment in their futures and the future of the school, something many mandatory schools lack. It's that personal investment that makes respect mean something to them and carry the weight it should in balancing their actions and behaviors with the greater good. For those of us "in the bubble" it can be disturbing to observe the tactics necessary to restore, or in some
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Reggio Emilia approach - Wikipedia, the free encyclopedia - 4 views
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Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves.
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In the Reggio approach, the teacher is considered a co-learner and collaborator with the child and not just an instructor.
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Teacher autonomy is evident in the absence of teacher manuals, curriculum guides, or achievement tests
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integration of each classroom with the rest of the school, and the school with the surrounding community
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children can best create meaning and make sense of their world through environments which support "complex, varied, sustained, and changing relationships between people, the world of experience, ideas and the many ways of expressing ideas."
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In each classroom there are studio spaces in the form of a large, centrally located atelier and a smaller mini-atelier, and clearly designated spaces for large- and small-group activities.
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Reggio teachers place a high value on their ability to improvise and respond to children's predisposition to enjoy the unexpected.
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Regardless of their origins, successful projects are those that generate a sufficient amount of interest and uncertainty to provoke children's creative thinking and problem-solving and are open to different avenues of exploration
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teachers in Reggio Emilia assert the importance of being confused as a contributor to learning; thus a major teaching strategy is purposely to allow mistakes to happen, or to begin a project with no clear sense of where it might end.
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The Reggio Emilia Approach is an educational philosophy focused on preschool and primary education. It was started by Loris Malaguzzi and the parents of the villages around Reggio Emilia in Italy after World War II. The destruction from the war, parents believed, necessitated a new, quick approach to teaching their children. They felt that it is in the early years of development that children are forming who they are as an individual. This led to creation of a program based on the principles of respect, responsibility, and community through exploration and discovery in a supportive and enriching environment based on the interests of the children through a self-guided curriculum.
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Diigo in Writing Class « What Else? 1DR - 0 views
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Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
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By gathering the information needed, the student is able to synthesize the ideas into his/her own connections
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By saving the information to a Diigo group, students can connect with each other and share the important ideas for discussion or writing later:
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In addition, after students write online (Google Docs, Wikis), the teacher can “Diigo” feedback. What was well done in the writing? What still needs improvement? This fifth grade student read the first annotation about the need to add examples.
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Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
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Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs. ...Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
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Learn 4 Life » What happens when you give a class of 8 year old children an i... - 11 views
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As well as the school going through a massive rebuilding programme, they have also introduced a set of iPod touches into one year 4 class, for each child, to see what happens. All the touches are networked through an Apple Airport Extreme and out onto the internet through the school's connection. It is not every day you see this sort of thing.
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shared by Ed Webb on 29 May 20
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The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views
academicmatters.ca/eoliberal-response-to-covid-19
Canada education online neoliberalism capitalism opinion analysis pandemics
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In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
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The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
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A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
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remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
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The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
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Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
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Portraying people as atomized individuals allows social problems to be framed as individual failures
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faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
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treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
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In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
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faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
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The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
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while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
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Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
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When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously.
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when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set?
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Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
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In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development.
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The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
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Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
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Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
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Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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The Power of One: Greg Mortenson's Crusade to Promote Peace through Project Learning - 9 views
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Excellent Webinar opportunity this Thursday from edutopia. The Power of One: Greg Mortenson's Crusade to Promote Peace through Project Learning Thursday, April 15, 2010 10:30 AM - 11:30 AM PDT Webinar Registration Host: Suzie Boss, journalist and Edutopia.org blogger Presenter: Greg Mortenson, best-selling author of Three Cups of Tea Can one person really make a difference in the world? Greg Mortenson, author of Three Cups of Tea, describes his own unlikely path from mountaineer to humanitarian. His best-selling story has inspired thousands of students to contribute to school-building efforts in remote regions of Afghanistan and Pakistan through a service-learning program called Pennies for Peace. Supported by a multimedia, standards-based curriculum for grades K-12, Pennies for Peace culminates with student-driven projects that develop leadership skills and build cross-cultural understanding. Mortenson explains how the program works, how teachers can get involved, and why students benefit from authentic opportunities to make their own difference in the world.
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Are you a Thought Leader? | The Social Media Hat - 3 views
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I love these thoughts about being a thought leader. I think also, this could be said of leaders in schools as well. "It's important that if you want to be a Thought Leader in your industry, you take the time to develop your thoughts and publish information that will educate, entertain and engage your readers. Think about the issues you've worked through yourself in the past with your business and talk about those. Share your challenges and how you struggled to get through them, but what you did eventually to achieve success. Or, sometimes even more enlightening, share your failures, and how you're working never to experience that particular failure again. An old Afghan proverb I heard on the radio last week said, "If you think you're leading, and no one's following, you're just going for a walk.""
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With Tougher Standardized Tests, a Reminder to Breathe - NYTimes.com - 1 views
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Testing students over material that is NOT in the curriculum is not fair. I think that states should have a way to mark things not covered and just take the hits across the board for not having it in their curriculum instead of causing children to suffer through feeling ignorant. Common Core may be great, however, if it isn't in the curriculum it is unfair and shouldn't be done. What can we do? Do we cause children to stress out unfairly because adults can't get their act together or it takes time to change the curriculum? I don't know the answers, but the thought of a child looking at a test and knowing that some things didn't happen in the classroom and the impact of "feeling dumb" that will happen just turns my stomach, literally. From the NEw York Times. " And they are likely to cover at least some material that has yet to make its way into the curriculum. The new tests, given to third through eighth graders, are intended to align with Common Core standards, a set of unified academic guidelines adopted by almost every state and goaded by grant money offered by the Obama administration. They set more rigorous classroom goals for American students, with a focus on critical thinking skills, abstract reasoning in math and reading comprehension."
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Apple says iBooks 2 app reinvents textbooks - latimes.com - 2 views
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Ah, epaper. Digital books. They started as barely a blip but now have become the battleground for the next all out war between tech giants. "The app update -- which Apple is calling iBooks 2 and is already released to the iOS App Store -- will allow for textbooks to be sold through the popular app, which in the past sold novels, nonfiction and poetry, but not textbooks. All textbooks sold through the free app, which is available only to Apple's i-devices, will be priced at $14.99 or less -- a stark contrast to the high-priced paper books that fill college bookstores. But the main allure might not be the price as much as the interactive features iBooks textbooks can offer. Apple, which announced the iBooks update at a press event in New York at the Guggenheim Museum, said the iBooks textbook exceeds paper texts in terms of engagement, calling it a durable, quickly searchable book that offers easy highlighting and note-taking as well as interactive photo galleries, videos, and 3-D models and diagrams.
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shared by Vicki Davis on 09 Nov 11
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mapa sin fronteras - The look of Amazement - 1 views
donnaroman.tumblr.com/...the-look-of-amazement
education learning globalcollaboration globalliteracy
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Coursera - 6 views
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We are a social entrepreneurship company that partners with the top universities in the world to offer courses online for anyone to take, for free. We envision a future where the top universities are educating not only thousands of students, but millions. Our technology enables the best professors to teach tens or hundreds of thousands of students. Through this, we hope to give everyone access to the world-class education that has so far been available only to a select few. We want to empower people with education that will improve their lives, the lives of their families, and the communities they live in. Our Courses Classes offered on Coursera are designed to help you master the material. When you take one of our classes, you will watch lectures taught by world-class professors, learn at your own pace, test your knowledge, and reinforce concepts through interactive exercises. When you join one of our classes, you'll also join a global community of thousands of students learning alongside you.
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Around the Corner-MGuhlin.org: Keys Changing Hands - 7 Tips for Surviving Leadership in... - 0 views
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If you're dealing with leadership transitions in your district, Miguel Guhlin has penned a pretty epic post. In it, he is blunt about the ups and downs of working with great leaders, and "hatchet men." IN the post, he also includes steps to making staff development actually work and his frustration to be asked to read books that no one else read or implemented. This is a great post and one that leaders should read (so they can be visionary) and staff and teachers should read (so they can find wisdom for making it through tough transitions.) Every transition is tough - I've been through several myself during my 12 years and even when the leader is a very good one, it is hard to do and endure because so many people take their "eye off the ball" and the ball is learning in the classroom. Drama in the front office should be kept at a minimum so classroom learning can be kept at a maximum.
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shared by Brendan Murphy on 13 Apr 14
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Professional Development: More Than Just a Checkbox on a Form | Edutopia - 11 views
www.edutopia.org/...ore-than-a-checkbox-tom-whitby
professional professional development development administrator all_teachers professionaldevelopment
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Maybe it would be more beneficial if teachers, after their DIY PD, could point to evidence of successful PD in their lessons.
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Teachers could point to a combination of online and face-to-face meetings that enabled them to accomplish a certain task with their class, and verify it by having an administrator observe the results
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shared by Vicki Davis on 27 Nov 13
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"Connecting Classrooms through Global Project Based Learning Activities and Resources" ... - 4 views
www.kimcaise.com/...rning-activities-and-resources
education news globaled flatclassroom flatclass all_teachers
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