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To Blog or Not To Blog in Science or Math Class - 9 views

www.teachscienceandmath.com/...-blog-in-science-or-math-class blogging technology education learning science teach and math why create blog web project strategies based teaching
shared by David Wetzel on 12 Aug 10 - Cached
  • David Wetzel on 12 Aug 10
     
    The primary purpose of blog is to facilitate interaction between a teacher and his or her students. This is possible because a blog is a dynamic tool which can be easily updated or transformed as necessary to meet the needs of a science or math class. The integration of blog technology in a class requires an investment of time. Because of this commitment, additional evidence is needed to support the integration this technology in a science or math class curriculum.
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Learners as Educators « Viplav Baxi's Meanderings - 3 views

learnos.wordpress.com/...learners-as-educators learners educators as PLE PLN connectivism openeducation
shared by Ruth Howard on 14 Aug 10 - Cached
  • Suppose, through a process of soft peer reviews, I was able to improve on what I did. At the end, I could then submit the peer reviewed learning material (my shared PLE slice) to the community and let the community rate it. Suppose you wanted to learn about that particular area. You would go to the virtual learning place, search and find a large number of these shared PLEs with different community ratings. You could pick the one you like the most (i.e. find the most intelligible), import that slice into your own PLE (just like importing a SCORM based course into an LMS maybe, though I know people will dislike that analogy!) and maybe even rate it when you complete.
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Project Based Learning - 19 views

www.pbl-online.org pbl projects education resources learning projectbasedlearning research professionaldevelopment
shared by Michael Walker on 08 Sep 10 - Cached
  • Michael Walker on 08 Sep 10
     
    Great info from the Buck Institute
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3 Best Practices of Successful Science and Math Teachers - 12 views

www.teachscienceandmath.com/...sful-science-and-math-teachers best practices teach science and math learning technology web2.0 tools project based problem solving
shared by David Wetzel on 02 Sep 10 - Cached
  • David Wetzel on 02 Sep 10
     
    What does it mean to be a successful science or math teacher? The definition of success is an elusive thing and measured in many ways. Merriam-Webster dictionary defines success as - resulting in or gaining a favorable outcome. This, without a doubt, is your and every other teacher's goal for their students.
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Think Thank Thunk » Standards-Based Grading: Variations on a Theme - 6 views

101studiostreet.com/wordpress think thank thunk standards math science all_teachers
shared by Brendan Murphy on 25 Oct 10 - No Cached
  • grading will be viewed as archaic as corporal punishment,
    • Brendan Murphy
      Brendan Murphy on 25 Oct 10
       
      We aren't there yet with coporal punishment yet either, but hopefully
  • Brendan Murphy on 25 Oct 10
     
    "grading will be viewed as archaic as corporal punishment,"
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Modeling the Composition of Earth's Atmosphere: The Layer of Gases Surrounding Planet E... - 6 views

www.suite101.com/...n-of-earths-atmosphere-a122097 critical thinking science inquiry higher order skills teaching composition modeling the of problem based learning investigating scientific project
shared by David Wetzel on 10 Nov 10 - No Cached
  • David Wetzel on 10 Nov 10
     
    This is a hands-on, minds-on approach to provide students with a concrete model of the earth's atmosphere to visualize the gases which comprise the air they breath.
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Wix.com advent created by ktenkely based on Kindergarten - 11 views

www.wix.com/advent advent wix ilearn KellyTenkely web2.0 tools education elementary
shared by Dean Mantz on 01 Dec 10 - No Cached
  • Dean Mantz on 01 Dec 10
     
    Here is an excellent Web 2.0 Advent Calendar of tools for educators via iLearn Technology (Kelly Tenkley)
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Teaching Science and Math Daily - 8 views

paper.li/...teachingscienceandmath science teaching math and investigating problem based inquiry modeling critical thinking
shared by David Wetzel on 30 Nov 10 - No Cached
  • David Wetzel on 30 Nov 10
     
    Daily summary of the stories, articles, and resources for teaching K-12 science and math.
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Hechinger Report | What can we learn from Finland?: A Q&A with Dr. Pasi Sahlberg - 21 views

hechingerreport.org/...-qa-with-dr-pasi-sahlberg_4851 education US USA Finland
shared by Ed Webb on 10 Dec 10 - No Cached
Tero Toivanen liked it
  • If you want to learn something from Finland, it’s the implementation of ideas. It’s looking at education as nation-building. We have very carefully kept the business of education in the hands of educators. It’s practically impossible to become a superintendent without also being a former teacher. … If you have people [in leadership positions] with no background in teaching, they’ll never have the type of communication they need.
  • Finns don’t believe you can reliably measure the essence of learning. You know, one big difference in thinking about education and the whole discourse is that in the U.S. it’s based on a belief in competition. In my country, we are in education because we believe in cooperation and sharing. Cooperation is a core starting point for growth.
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Linux Knowledge Base and Tutorial - 0 views

www.linux-tutorial.info/modules.php tutorial Linux
shared by Nelly Cardinale on 18 Mar 09 - Cached
  • Nelly Cardinale on 18 Mar 09
     
    Massive Linux tutorial on all topics
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Bridging Differences: 21st-Century Skills, Accountability, and Curriculum - 0 views

blogs.edweek.org/...century_skills_accountabi.html
shared by Ed Webb on 10 Mar 09 - Cached
  • We agree about “data informed, not data driven.” Data are in the saddle now, to the detriment of kids and their education. Data are being treated as objective facts, when they really are the numbers produced based on assumptions. If the assumptions are wrong, the data are useless. Our schools are now being evaluated and swamped by a tidal wave of useless data. We need to re-examine our assumptions.
    • Ed Webb
      Ed Webb on 10 Mar 09
       
      Absolutely!
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Flat Classrooms Conference Student Summit, Ustream.TV: Transforming learning through gl... - 0 views

www.ustream.tv/...ooms-conference-student-summit education learning flatclassroom all_teachers edu_news
shared by Vicki Davis on 25 Jan 09 - Cached
  • Vicki Davis on 25 Jan 09
     
    This student conference was a project based learning conference - they learned via a major project.
  • Vicki Davis on 25 Jan 09
     
    Here are some amazing clips from the Flat Classroom conference - ustreams of what has been happening. There are some great presentations at the end of this from students!
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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.
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December Holiday Traditions » home - 0 views

decemberholiday.wikispaces.com traditions wiki Holiday collaboration project presentations interactive education elementary digitalcitizenship techintegrator curriculum
shared by Dean Mantz on 17 Nov 08 - No Cached
  • Dean Mantz on 17 Nov 08
     
    This is an elementary based wiki for students to learn more about December holidays.
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Clark Aldrich's Style Guide for Serious Games and Simulations: A Taxonomy of Interactivity - 0 views

clarkaldrich.blogspot.com/...taxonomy-of-interactivity.html interactive_taxonomy learning_taxonomy taxonomy teaching
shared by Eloise Pasteur on 17 Aug 08 - Cached
  • Many conversations around interactivity in formal learning programs rests on the tools. Does WebEx allow polling? Can you have threaded conversations in Second Life? What if you gave keypads to members of an audience? And those are all good questions. But at the same time, we need to nurture cultures around interactivity that are independent of any technology. We need vocabulary and expectations around interactivity itself.Here's a suggestion, hopefully useful in practice if not in theory:
  • Level 0: The instructor speaks regardless of audience.
  • Level 1: The instructor pauses and asks single answer questions of the students.
  • ...7 more annotations...
  • Level 2: The instructor tests the audience and based on the collective response, skips ahead or backtracks.
  • Level 3: The instructor asks multiple choice questions of the audience, where a student might have the opportunity to defend different answers, or the instructor asks real time polling questions for data.
  • Level 5: Students engage labs or other activities and create unique content; however, most solutions will fall into fairly common patterns if done enough times.
  • Level 4: Students engage labs or other activities that have a single, typically process solution, such as putting together an engine.
  • Level 6: The students engage in long, open ended activities, such as writing a story or creating and executing a plan, and where the class "ends up" is unpredictable.
  • Culture, not TechnologyBut again, while technology examples are included, all of this can be done in a traditional classroom.
  • The implication is not that Level 6 should always be used. Most programs will start ideally at Level 1, and then transition to Level 3, 4, 5, or even 6 as quickly as possible.
  • Eloise Pasteur on 17 Aug 08
     
    A discussion of, and model for how interactive your classes are - with a bias towards technology but the feet firmly in teaching in general.
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injenuity » Fire in the Kitchen! - 0 views

injenuity.com/285 admin newliteracy techintegrator web 2.0
shared by Dave Truss on 21 Aug 08 - Cached
  • If we go back to my cooking analogy, the implications are that providing teachers with a recipe, or a general overview of Web 2.0 tools, is not going to lead to success in the classroom or with administration.  Teachers need to understand the basic foundations of these tools, what they can do, why they are important, and how to locate the appropriate tool for individual learning scenarios.  I believe this basic premise is true regardless of the technological or pedagogical proficiency of the instructor.
  • Most importantly, I want to emphasize as much as I can, that we need to not promote Web 2.0 as the future of education or learning.  In fact, it is highly likely Web 2.0 will not even exist when today’s junior high students enter college or the work force.  There are many many web-based tools that can greatly enhance learning today, but need to be used with consideration of how that application affects learning.  When I see people state learners need to use these tools because they will experience them in the work place, I just cringe. They may use them in the work place, or they may not.  If they do, employers typically want to train them on their own systems.  An employer is much more interested in an employee able to communicate proficiently, locate and critically evaluate information, and build strong internal and external customer relationships.  Employers and universities don’t care if a student knows how to use a wiki or make a youtube video.  General literacy is much more important than knowledge of specific web platforms.  Some of the skills we promote as 21st century literacies will not exist five years from now.  There are some excellent frameworks for promoting literacy and I’m excited to see them promoted more fully.
  • Dave Truss on 21 Aug 08
     
    a general overview of Web 2.0 tools, is not going to lead to success in the classroom or with administration.
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iPod touch Information Center - Specs Features Best Price MP3 Player Edition - 0 views

pocketpccentral.net/...ipod_touch.htm
shared by Jeremy Davis on 18 Sep 08 - Cached
  • If you've been lusting after the touch-based iPod inside Apple's iPhone or iPhone 3G, but don't want your phone and iPod to be one device, the iPod touch is for you. The touch is basically an iPhone without the phone, a touchscreen iPod with Multi-Touch, Cover Flow, Wi-Fi and even the Safari web browser, email and weather. The
    • Jeremy Davis
      Jeremy Davis on 18 Sep 08
       
      Just testing for another teacher
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Why Dell.com (was) More Enterprise 2.0 Than Dell IdeaStorm - O'Reilly Radar - 0 views

radar.oreilly.com/...ot-com-is-more-enterprise.html digitalcitizenship ideastorm web2
shared by Keith Hamon on 29 Sep 08 - Cached
  • Keith Hamon on 29 Sep 08
     
    Why Dell.com (was) More Enterprise 2.0 Than Dell IdeaStorm
  • Keith Hamon on 29 Sep 08
     
    Teaches that Web 2.0 is more than just slick web-based software & sites. For O'Reilly, who coined the term, it is harnessing network effects, collective intelligence, to enrich the experience between the user and the organization.
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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.
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