key skills required today
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The class I'd like to teach - (37signals) - 18 views
Questionable Science Behind Academic Rankings - NYTimes.com - 5 views
NETS Implementation - Resources for Lesson Plans - 19 views
nets-implementation.iste.wikispaces.net/Resources+for+Lesson+Plans
assessment professionaldevelopment implementation nets
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Twitter Rubric - 20 views
www2.uwstout.edu/...Twitter_Rubric.html
twitter rubric education assessment rubrics techintegration web2.0
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New Learners? New Educators? New Skills? - Emerging Technologies for Learning - 0 views
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Learning Activities
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traditional activities of teachers and learners
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Augmented – the course takes place in a traditional classroom setting, but technology is used to enhance the learning experience
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Subject matter expert
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Planning for and fostering interaction The prominence of social technologies has created an opportunity for educators to increase the level of learner-learner and faculty-learner dialogue. Interaction can occur around ideas, content, or simply open discussions
Transformative_Assessment--A_Call_to_Action_and_Action.pdf - 0 views
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shared by Jeff Johnson on 15 Mar 09
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Teaching Deeply: Making Learning Stick | Educational Paradigms - 0 views
educationalparadigms.com/?p=64
paradigms learning education Gardner teaching understanding assessment
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K-12 Educator Resources - UEN - 0 views
Clickers in the Classroom: An Active Learning Approach (EDUCAUSE Quarterly) | EDUCAUSE ... - 0 views
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Creating Rubrics - TeacherVision.com - 0 views
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Rubrics can be used in many ways. Once created, an established rubric can be used or slightly modified and applied to many activities. Reviewing, reconceptualizing, and revisiting the same concepts from different angles improves understanding of the lesson for students. Think of a writing rubric - good writing does not change with the project. Because the essentials remain constant, it is not necessary to create a completely new rubric for every activity. This five-part series explores how one teacher designs, refines, and implements rubrics in a variety of subject areas.
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Pontydysgu - Bridge to Learning » Blog Archive » We have the ideas and the te... - 0 views
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I argued that our present systems are unable to keep up with the requirements of society and of industry for learning and knowledge development
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One of the barriers to such self driven and social learning has been centrally controlled and regulated curricula
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Put all the parts together and we have a new model, a model which can extend learning to all those who want it and support lifelong learning. A model which is affordable and scalable. But of course it requires imagination and change to implement such a model.
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he main point of this post was to say that we have the ideas and the technologies to support an alternative to the present education systems, systems which are failing so many indiviidals and failing society as a whole.
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Top News - Digital debate: Prepare kids for exams or life? - 0 views
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ASCD - 0 views
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first 60 seconds of your presentation is
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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
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the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.
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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.”
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half-life of knowledge in the humanities is 10 years, and in math and science, it's only two or three years
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“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.”
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developing young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.
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The three look at one another blankly, and the student who has been doing all the speaking looks at me and shrugs.
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The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
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Let me tell you how to answer this one
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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.”
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a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
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students are given a complex, multi-step problem that is different from any they've seen in the past
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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.
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. It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.
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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.
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College and Work Readiness Assessment (www.cae.org)—that measure students' analytic-reasoning, critical-thinking, problem-solving, and writing skills.
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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.
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“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.”
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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.
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“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
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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.
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how to engage customers
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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.
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the world of work has changed profoundly.
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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.”
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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.
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risk aversion
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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.
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shared by Marie Coppolaro on 05 Oct 08
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Third World Challenge Exam Home Page: IndianMathOnline.com - 0 views
members1.indianmathonline.com/...ThirdWorldChallengeAction.do
assessment global_examination third_world_exam
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Blogging Rubric - 0 views
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Blogger: Cool Cat Teacher Blog - Post a Comment - 0 views
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I don't feel that any of the names mentioned act or feel like they are better than me and have even included me on many conversations
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I do love when you say, "if one person reads our blog and get something out of it.. it is important." I try to keep that in mind all the time. Numbers don't matter..people do.
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As far as the ego thing goes who cares. Your blog's this mine is that. Whoopdy do! If you're learning and growing your PLN that is what counts.
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I feel similar frustration. If the point is about learning than reading and commenting is a great way to add to our own creative potential.
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Great response to a burning question/statement that most of us (well probably all of us)feel at one time or another.
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Many of the people that I have learned the most from are not the ones involved in the "cocktail party" but rather those in the trenches doing what I love to do each and every day, just like you!
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He has an important point -- if you're only reading the uber-popular bloggers -- you're missing the point of the blogosphere. I make it a point to find some newcomers. To me, it is like a game, I want to find new people doing great things and encourage them like so many greats like David Warlick, Darren Kuropatwa, Ewan McIntosh, and more did for me when I started.
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agree that developing a readership takes time.
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Re: the depressing aspects of 'comment intensity,' I actually meant it to be an affirming post rather than a depressing one
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I think that the comment intensity idea is important in this respect: I often see laments from bloggers that they don't get many comments on their posts. What the table above shows is that even those of us who are fortunate enough to have large readerships often don't get many comments. My personal median over the past 20 posts, even WITH the big spike of 89, is still only 2.5. Ewan, your blog and Vicki Davis' are similar. The point is that many, many posts don't get a lot of comments, even those by the more widely read bloggers.
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Thanks for bringing this up. This has been an issue for me personally as well. OK, so nobody's IN, but the (pseudo?) community nature of blogging makes it feel that way.
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But, like other artists, we have to work a little every day whether we feel like it or not, and whether we get validation that day or not.
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I think many of us are working at blogging because there's an element of self improvement, which implies self evaluation. Without feedback from others it's easy to be hard on ourselves.
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For me, the conversation is hardly closed; it is simply a matter of having something to say, something to share.The emotional commitment is another aspect of the conversation that is easily glossed over.
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I've found (both with myself and those educators I've worked with in their blogging starts) that the edublogosphere is open and welcoming -- but as we engage in any cultural group (even offline), patience really is a key.Still, we sometimes measure our success by the interaction from those we look up to (esp. teachers - many of whom were probably the best students in their class, yes?)
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Sometimes we don't see the comments -- because the talk happens offline.
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I get very few comments on my blog but see through the clustermaps that I have readers each and every day, so continue to feel that the blog is benefiting me through reflection and may even be benefiting others as well.
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I NEVER get to share tools I discover because someone ALWAYS beats me to the punch...but I am ok with that.
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I truly connect with what you write even though I am one of "those" people who reads but rarely comments. YOU do make a difference and so do I!
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the whole cocktail party analogy is just a grown up version of the kickball line-up in elementary school.
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I was always picked last there -- whew this analogy hits me close to home. I was always picked last b/c I was the worst. Even the worst kickball player needs to feel encouraged and not destroyed for getting up and kicking the ball. Even the "worst" blogger - if there is such a thing -- needs to feel encouraged sometimes too just for blogging.
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In the blog world, change is effected by good content, and while good content isn't always noticed at first, it does eventually get a respectable position--sometimes because the cocktail group points them out.
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How could I think to be in the same boat as John Scalzi who started in 1998 if I've only been blogging since 2007?
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I found your blog, Vicki, because a project you do for Atomic Learning mentioned you, and your name is on the movies they use.
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2005 - you were the only ones out there to follow
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Oh yes, I have felt the cocktail chill at times. I'm a norwegian edublogger, that have been following your brunks (blogdrunks) for a while. To start with - in
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Wes told me once I twittered, that nobody should twitter alone and I could not agree more - so I don't.
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So, from the outer side looking in: Anybody stopping by in Second Life tonight (which is today for you) for a virtual edu cocktail?I'm aka Kita Coage at Eduisland II, waiting to cocktail connect with you c",)
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I suspect that we all have a deep desire to be heard and to be accepted. The longer I'm involved in the edublogosphere, however, the more impressed and encouraged I am by the level of acceptance that there is here. It is a good thing that we don't always agree with each other. Disagreement is often at the heart of constructive conversation
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At the same time, we are no different than the kids in our classrooms. We educators need to know that we will be accepted, no matter what we have to say and no matter how well we are able to express it. I think we help to make the edublogosphere a "safe place" for each other as we try to keep it positive and as we take advantage of the numerous opportunities to be affirming.
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I don't at all feel excluded from the blog "cocktail party", because just like a real cocktail party, I am drawn to the people who have something important, and engaging to say and I am content to listen and learn from them. I have seen a few of the "big names" at conferences, and even met a few of them in person. I have emailed several of them and others, or left an occasional comment, and I have been very pleasantly surprised at the thoughtful responses I have received.
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I read many blogs, but comment rarely, and I suspect that those who read my blog do the same. So I don't feel at all excluded. I'm just happy to occasionally be part of the conversation.
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When I was at EduBloggerCon last spring I felt quite the outsider. There were famous people there and I was unknown. I still feel that way in the broad edublogsphere. But honestly the broad sphere is not who I am blogging for. I blog for a niche - computer science teachers. The event for that niche is SIGCSE and there I (blush) feel a bit like a star. Few of the people there know the edubloggers with much larger readership or Technorati ranks. And really reaching the CS teachers is my goal not reaching everyone who teaches general subjects.
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There is, I believe, room for more at the top if only because the number of teachers reading blogs is still very small but we all hope it is growing. We are still at the ground floor. That makes edublogging different from tech blogging I think.
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I think we need to all remember our focus for blogging. Mine is for reflection. I use my blog as a tool to improve my teaching. If others start to read and can learn from it, great. To my knowledge I am the only one seeing my blog right now. Which is fine with me. I don't think blogging should be a popularity contest and having a large number of readers is great, it must mean that you, and others, have something to offer that others want to emulate.
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I think you could have added three additional points. First, a suggestion on how to increase readership. I think new bloggers (myself included) are still trying to figure out how to make the connections that allow for conversations within blogs. I go back to your list of 10 tips for successful blogging, and still find things I never noticed before
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would love to see an updated list that perhaps would include how to make sure your blog is part of an RSS feed and how to set up subscriptions for potential readers to make it easy for them to subscribe to your blog.
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I think even you have realized that it is more difficult to break into the edublogger field as there is now so many new bloggers (just in the last two years).
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Finally, I am surprised that you did not point out how you have helped new bloggers by both asking for new voices and then publishing them in your own blog. I think this is an indication that you are trying to open up the "party".
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Isn't the whole point of web 2.0 is that it exudes democracy and equality? Those that get all concerned about rankings and ratings are, as you've suggested missing the point.
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We often quickly want to find ways of ranking. Reminds me of the evils of current assessment practices. We tell kids to do their best and work on improving performance and yet continue to use ranking systems that is clearly a mixed message.
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I'm new to this world as of Monday...yes, 4 days of immersing myself in as much ed. tech, web 2.0, online collaboration "stuff" that I can. (thanks to Lisa Thumman at Rutgers U.) Cocktail party or not, your blog and the comments people have left have increased my list of people to follow. Even a discussion about "being on the outside" has led me to the "inside". I'm thrilled to be in the company of such great minds and promise to start contributing once I wrap my brain around it all! Thanks to everyone for sharing! cmtvarok
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thanks for coaxing me out of my blogger drought!
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I believe that this "post" has been made stronger by the comments, which have added to the post greater depth of meaning.
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All over this conversation I see the change in society. We are all going through the emotions of becoming accustomed to something new... kind of like I first experienced when the Internet first came out.
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And while, when I began blogging, I didn't really set my sights or aim for a large readership... now that it is here, I will seriously consider and appreciate each individual reader and take my job seriously
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@tennessee -- Those in the trenches are my most important reads... I just wish there were more of us. It seems as if many teachers view blogging as a way out of the classroom when they should see it as a way to improve the classroom!
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@scottmcleod - I believe the comment intensity is highly correlated to controversiality AND immediacy. If a lot of people SAW someone recently, they want to interact and comment (immediacy.) If someone says something very emotional or controversial, people want to comment and interact (controversiality.) While I guess looking at these stats are fine, I've found in my very short time blogging that looking too much at numbers of any kind removes my focus from what is important. When I focus intently on conversation, my blog traffic and numbers just grow. I always say "whatever is watered, grows." If I water my investigation of stats, I become a good statistician... if I water my blog but also commenting and participating in the blogosphere as a WHOLE, I become a good blogger. I'd rather be the latter. And while the post was meant to be encouraging... I have to admit I'm a competitive perfectionist and always have to reign in that aspect of my nature.
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@christophersessums - I think the emotional nature of something is like the proverbial elephant in the Net -- it is there. It always stuns me the number of people who discuss their feelings on this when it comes up... it means that many of us are experiencing the same thing.
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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.