situations of high stress, fear or distrust, the hormone and neurotransmitter cortisol floods the brain. Executive functions that help us with advanced thought processes like strategy, trust building, and compassion shut down. And the amygdala, our instinctive brain, takes over. The body makes a chemical choice about how best to protect itself — in this case from the shame and loss of power associated with being wrong — and as a result is unable to regulate its emotions or handle the gaps between expectations and reality. So we default to one of four responses: fight (keep arguing the point), flight (revert to, and hide behind, group consensus), freeze (disengage from the argument by shutting up) or appease (make nice with your adversary by simply agreeing with him
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Genius Hour Projects: Not just for Primary Schools by @hecticteacher - 1 views
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"Genius Hour: From discussions with Primary school teacher friends of mine it was pointed out that something happened in Year 7 that changed students from the risk taking and independent learners that they were in Year 6 into passive learners by the end of Year 7. I had noticed the same thing with my own niece as she transitioned from primary to secondary, so I started to think about what was causing it. The more I looked the more I noticed that in secondary there is very little opportunity for students to make choices or take ownership of their learning and I wanted to change this."
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Physical Mathematics by @iwilsonysj - 1 views
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"I often sit on a Thursday evening about 2000hrs and watch the ukedchat hashtag. This week it was about physical education. Although this is not one of my strong subjects in teaching (or even in real life) I was interested in the first question which asked how physical education could be related to literacy and/or mathematics. Just like a GSCE multiple choice essay question I chose to answer how it could be related to mathematics. You can see the full tweet chat conversation here - but I thought I would expand my response in this week's waffle."
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The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views
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"What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
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Your Brain Is Hooked on Being Right - Judith E. Glaser - Harvard Business Review - 9 views
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shared by Toni Olivieri-Barton on 16 Feb 12
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FlatteningClassrooms - home - 4 views
flatteningclassrooms.wikispaces.com
flat global globalcollaboration book fcp bookstudy fcbook connection communication citizenship collaboration creation celebration choice global_awareness lower_school upper_school middle_school post_secondary professionaldevelopment technology digitalciti
shared by Toni Olivieri-Barton on 16 Feb 12
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Tools for English - 9 views
www.toolsforenglish.com
English multiple-choice verbs conjunctions paragraphs true & false worksheets grammar
shared by Martin Burrett on 02 Apr 12
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A superb site for creating a range of English game and activity sheets to use in your class, including word and paragraph scrambles, matching pairs and much more. http://ictmagic.wikispaces.com/English
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shared by Suzie Nestico on 10 Mar 12
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446 Places for Free Books Online - 25 views
www.techsupportalert.com/...0-places-free-books-online.htm
ebooks books resources library ebook iPad reading literacy choice education all_teachers
shared by Suzie Nestico on 10 Mar 12
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Free, downloadable, eBooks - great source to use to allow students to choose their own reading.
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Google Opens Google+ to Teens | News & Opinion | PCMag.com - 4 views
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Interestingly, if a stranger joins a hangout, google will kick a teen user off their own hangout. Anyone who is 13 and up can now use Google plus. "Google said Thursday that it is opening up its Google+ social network to teens 13 and over, while rolling out new protections for those teens who join." -
Not exactly kicking them off, their camera will be turned off and mic muted if someone that is not in their circles joins a hangout. The teens have the choice to continue back in the hangout if they want to. Pretty powerful tool for them to have. From the Google Safety Center: Hangouts are a great way to connect with other people face to face to face. Just like in real life, you can decide which people you want to chat with. However, sometimes someone joins a conversation that you don't want to chat with (also like real life). So when someone outside your circles joins a Hangout, we'll pull you out and ask if you want to continue. This gives you a safe and easy way to leave the conversation without having to interact with the new attendee first. At the same time, this still gives you the ability to stay if the new person is someone you want to chat with, but you haven't added to circles yet. http://support.google.com/plus/bin/answer.py?hl=en&answer=2409072
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13 Tech Products That Stood Out in 2013 - 12 views
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Some very interesting gadgets and gizmos that you may want to add to wish lists for family and friends. Also a few I wouldn't have picked ( a car made the list) but still very interesting.
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shared by Brendan Murphy on 05 Jun 10
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This is Not a Paper - 8 views
faculty.ed.uiuc.edu/...paper.1.html
paper early Internet writing revising arpanet authorship history edu_trends technology professionaldevelopment
shared by Brendan Murphy on 05 Jun 10
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November 1995
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survey of journal editors in education, little enthusiasm for the idea of creating electronic versions
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changing ideas about what constitutes a publication
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Questions immediately arise: When was this project published? When was it finished? Who deserves credit as author? Who were the reviewers and who were the audience?
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In our view, it is not that electronic publication is a panacea or an obviously superior form of scholarly communication across the board; it is that these technologies are already upon us, they are for better or worse in increasing use, and they confront us with issues and choices we need to reflect upon.
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On the other hand, when certain publications are only available digitally, lacking technological resources or skills will exclude certain audiences
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Electronic publishing has provided an opportunity
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Is it useful to have access to tens of thousands of documents, with no reliable way of culling the few dozen that one could actually have time to read?
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As a result, current conventional notions of copyright would need to be profoundly rethought.
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This fourth model undoes the very idea of a journal as a unidirectional avenue for dissemination of textual information
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What's Wrong With the American University System - Culture - The Atlantic - 6 views
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it's awfully difficult to say, "Here's knowledge we don't need!" It sounds like book burning, doesn't it? What we'd say is that on the scale of priorities, we find undergraduate teaching to be more important than all the research being done.
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Those people were teachers, in the true sense of the word. They were just as knowledgeable about their fields as anyone, but they had playful, imaginative minds. They could go on TV—Carl Sagan could talk about science, John Kenneth Galbraith could talk about economics. They weren't dumbing down their subjects. In fact, they were actually using their brains. The more you rely on lingo—"regressive discourses," "performativity"—the less you have to really think. You can just throw terms around and say, "Look, Ma, I'm a theorist!"
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We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated. I mean, you took the SAT! It's multiple choice, a minute and quarter per question. What does it really test? It tests how good you are at taking tests! At a big university like Berkeley, where there are going to be 30,000 applications, here's what they do. On top of each folder, without even reading through it, they write your SAT score. That's the first winnowing. So the 1600s get looked at first, and then down from there.
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One of the things that I find scariest at the moment is that so many bright people have no conception at all of life for any people but those in the upper middle class and above. They live a sheltered suburban life, go to college with other sheltered suburban kids, and assume that everyone's life has been like theirs. Some years ago a relative of mine graduated from Cambridge. I asked what his classmates would be doing after graduation and he said "management consulting." These were very bright people with zero experience in the business world who had spent the last three years barely able to manage their binge drinking, let alone manage any business. I'd trust the high school grad who rose through the ranks way more than these bright young things.
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www.highereducationquestionmark.com
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shared by Dean Mantz on 09 Mar 09
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PicLits.com - Create a PicLit - 0 views
www.piclits.com/compose_dragdrop.aspx
piclits.com piclit piclits drag-drop writing writing_prompt illustration all_teachers literature curriculum web2 language
shared by Dean Mantz on 09 Mar 09
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Drag/drop nouns, adjectives, adverbs, verbs, universal terms on to the image of your choice.
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shared by Ed Webb on 10 Mar 09
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Paperless Tiger « buckenglish - 0 views
buckenglish.wordpress.com/...paperless-tiger
paperless classroom pedagogy teaching technology collaboration connectivism
shared by Ed Webb on 10 Mar 09
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Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader? Is the paperless classroom also a teacherless paradigm? The answer is in some regards, yes. I have removed myself from center stage. I have relinquished the need to control every class. I have stopped seeing work as stagnant…completed and submitted by students and then graded by me. I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together. My classes are not, however, teacherless, just less about the teaching and more about the learning. The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
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In the absence of my control, the students have many choices to make
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Teachers often say that modern students are lazy. I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already. Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
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shared by Eloise Pasteur on 17 Aug 08
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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
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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:
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Level 0: The instructor speaks regardless of audience.
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Level 1: The instructor pauses and asks single answer questions of the students.
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Level 2: The instructor tests the audience and based on the collective response, skips ahead or backtracks.
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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.
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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.
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Level 4: Students engage labs or other activities that have a single, typically process solution, such as putting together an engine.
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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.
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Culture, not TechnologyBut again, while technology examples are included, all of this can be done in a traditional classroom.
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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.
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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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Back to the Classroom: The Forum for Education and Democracy - 0 views
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sparking students’ intellectual curiosity by encouraging teachers to “teach to their passions”
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Beacon’s freedom from the state Regents examinations in social studies – the result of a hard-earned waiver – allows for a thematic approach and a deep exploration unconstrained by coverage considerations.
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All classes will do extensive writing and revision, developing the skill of using evidence to support conclusions. The students will engage in debates, make presentations, and have varied avenues to demonstrate what they have learned and accomplished.
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The chance to “make a difference” in young people’s lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
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Making decisions about students, teachers and schools largely on the basis of standardized test scores ultimately is detrimental to the kind of education all young people need.
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These are the choices we make in the classroom that have lasting impacts on student attitude toward learning.
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The chance to "make a difference" in young people's lives is what makes teaching a calling. But working in a community of learners that prizes real intellectual development and creativity, and having a level of control over what you can do on a daily basis, is what sustains that calling.
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ASCD - 0 views
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first 60 seconds of your presentation is
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How many of us emphasize the first 60 seconds of a presentation students give?
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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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Employees in the 21st century have to manage an astronomical amount of information daily.
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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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Buidling a PLN using an RSS Reader is ESSENTIAL to managing information. THis is part of what I teach and do and so important!
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rapidly the information is changing.
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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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Personal learning networks and RSS readers ARE a HUGE issue here. We need to be customing portals and helping students manage information.
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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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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.
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want unique products and services:
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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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IN a typical year, how often are your students asked to invent something from scratch?
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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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When teachers tell students WHY withouth making them investigate, then we are denying them a learning opportunity. STOP BEING THE SAGE ON THE STAGE!.
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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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Drill and test is what we've made. Mindless robots is what we'll reap. What are we doing?
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reading from her notes,
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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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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.
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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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how the group solved the problem, each student in every group is held accountable.
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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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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.
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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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critical thinking, communication skills, and collaboration.
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seven survival skills every day, at every grade level, and in every class.
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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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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.
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2. Collaboration and Leadership
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3. Agility and Adaptability
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Today's students need to master seven survival skills to thrive in the new world of work.
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4. Initiative and Entrepreneurialism
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6. Accessing and Analyzing Information
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7. Curiosity and Imagination
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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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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!
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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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We give students our critical questions -- how often do we let them ask the questions.
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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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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?
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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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Take Charge! - Smart Choices for Your Cox Digital Home - Cox Communications - 0 views
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Links to Cox' Take Charge project research including 2007 NCMEC report just released (PPT)
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Effects of Technology on Classrooms and Students - 0 views
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Students clearly take pride in being able to use the same computer-based tools employed by professionals. As one teacher expressed it, "Students gain a sense of empowerment from learning to control the computer and to use it in ways they associate with the real world." Technology is valued within our culture. It is something that costs money and that bestows the power to add value. By giving students technology tools, we are implicitly giving weight to their school activities. Students are very sensitive to this message that they, and their work, are important.
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Many of my disadvantaged students respond the most positively to using the computer activities. This could be because they see technology as valuable.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information.
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This makes the learning much more interesting for each student. It makes the learning a very personal experience even though all the students are doing similar tasks at their computers. Some teachers think a computer activity is impersonal but my experience shows the opposite.
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When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast.