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Barbara Lindsey

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints_in_the_Digital_Age.aspx

web2.0 willrichardson pln digitalfootprint socialnetworking Glastonbury

shared by Barbara Lindsey on 04 Feb 09 - Cached
  • This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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  • we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;
  • In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
  • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go. In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
  • Barbara Lindsey on 04 Feb 09
     
    What do you think about this?
Barbara Lindsey

CITE Journal Article: If We Didn't Have the Schools We Have Today, Would We Create the... - 0 views

www.citejournal.org/...article1.htm

education technology change 21stcentury actfl09 mafla09 blended learning

shared by Barbara Lindsey on 07 Jun 09 - Cached
  • chools resist change, because they are designed to resist change. They are cultural organizations, and cultural organizations are not supposed to change. Cultures are designed to preserve existing solutions to problems—considerable social and economic capital goes into developing culturally valued solutions to problems and change is risky.   Stability reduces risk—“change is bad”—and our schools have been designed to focus on the knowledge transmission mode of learning.
  • This is just what many teachers and faculty members are saying, “We don’t have time for this. We are good teachers, and we can continue to serve our students well with the instructional strategies we have always used. Besides, with the time demands on us, we don’t have time to learn this new technology. As good teachers, we are doing well with our students and we don’t need to go through this transition.”
  • The learning revolution is about constructivist learning, and these new communication and information technologies allow us to facilitate constructive learning in ways that we could never do before. They are becoming cognitive amplifiers that will accelerate learning and the development of new knowledge in the same ways that machines accelerated production during the industrial revolution.
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  • The third reason schools will be driven to change is that we have now reached a point where work is learning . Work in the workplace is learning.   Work in the larger community surrounding the schools is about learning every day.   It's not just about putting bolts on things anymore.
  • The fourth force is that learning communities have no boundaries .   In a networked learning community, schools and classrooms will simply become nodes in a larger learning environment.
  • The fifth factor affecting schools is that the home is becoming a learning place .
  • The final force driving change in schools is kid power.  
  • New learning teams are emerging, which consist of college faculty, the teacher candidates, and the in-service teachers. The high school students themselves are sometimes members of these teams, developing new applications of technology. They are becoming learning communities, “communities of practice,” as some would call it.   And in these learning communities, the distinctions between “teacher” and “student” no longer serve us well. That is why I believe education is rapidly moving toward new learning environments that will have no teachers or students—just learners with different levels and areas of expertise collaboratively constructing new knowledge.
  • There is no way for the faculty or teachers to collaboratively learn and construct new knowledge in this system—no way for them to know whether the knowledge that might have been acquired by the student teacher is actually the knowledge the student teacher then conveys as a teacher to the K-12 students. Few, if any, of the educators know anything about what the K-12 students might be doing with any of the knowledge they may have acquired after they leave the K-12 classroom.   This is a linear, fragmented teaching approach—the epitome of the factory-era assembly line approach to teaching and learning—which defeats any opportunity for collaborative learning or feedback across the various levels of teaching and teacher preparation.
  • Barbara Lindsey on 07 Jun 09
     
    expert learners (we call them teachers, educators, scientists, and researchers today) are going to be recognized for their ability to learn and help others learn, as they continue to construct new knowledge and develop their own expertise.
Barbara Lindsey

Google Earth Curriculum Ideas - Teaching Hacks - 0 views

www.teachinghacks.com/...index.php

teachers google technology curriculum lesson planning geography

shared by Barbara Lindsey on 25 Oct 09 - Cached
  • Use the time zone overlay to show the time zones around the world.
  • Have students complete a City/Country Scavenger Hunt
  • Examining physical characteristics of the countries using the “Land Features” distributed database.
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  • Have students create a tour of countries where Canada exports goods. Have students create a tour of countries where Canada imports goods.
    • Barbara Lindsey
      Barbara Lindsey on 25 Oct 09
       
      Can substitute your country or region for Canada.
  • Give each student a topic, character from history or a region, and let them annotate their placemarks and present it. Students can then share their Google map files.
Jan Eklund

Master Russian - grammar and vocab practice - 1 views

masterrussian.com/index-8.shtml

Students Teachers Russian Critical Languages grammar vocabulary

shared by Jan Eklund on 24 Jun 10 - No Cached
  • Jan Eklund on 24 Jun 10
     
    Good practice on lots of different topics.
Patty Silvey

Journey to El Yunque - 1 views

www.elyunque.net

Teachers Students Spanish Lesson Planning Curriculum El Yunque

shared by Patty Silvey on 24 Jun 10 - Cached
  • Patty Silvey on 24 Jun 10
     
    The development of Journey to El Yunque was supported by grants DRL-9908438 from the National Science Foundation to the NASA Classroom of the Future and DRL-0535942 from the National Science Foundation to The Learning Partnership. The development of Journey to El Yunque was also supported by grants #BSR-8811902, DEB-9411973, DEB-OO8538, DEB-0218039 from the National Science Foundation to the Institute of Tropical Ecosystem Studies (IEET), University of Puerto Rico, and the International Institute of Tropical Forestry (IITFR) as part of the Long-Term Ecological Research Program in the Luquillo Experimental Forest. Additional support was provided by the Forest Service (U.S. Department of Agriculture) and the University of Puerto Rico. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the developer and do not necessarily reflect the views of the National Science Foundation. Might be a good link to place on your teacher page for kids to walk through at home or for one of the long Wednesdays.
Kristen Klin

"All about Spain" - 0 views

www.red2000.com

Teachers Students Spanish Technology Curriculum Spain

shared by Kristen Klin on 23 Jun 10 - Cached
  • Kristen Klin on 23 Jun 10
     
    Great website where you can explore the regions of Spain, see pictures and more! Good resource for our Region Project in 7th grade.
Barbara Lindsey

From Good to Outstanding - Salma Ali | Teachers TV - 0 views

www.teachers.tv/37333

teachers administrators video tutorial lesson planning methodology teacher prep mentoring

shared by Barbara Lindsey on 03 Oct 09 - Cached
  • Barbara Lindsey on 03 Oct 09
     
    Excellent example of mentoring new teacher.
Barbara Lindsey

About - Livable Streets Initiative - 0 views

www.livablestreets.com/about

teachers students global community

shared by Barbara Lindsey on 13 Jan 10 - Cached
  • Barbara Lindsey on 13 Jan 10
     
    With the majority of the world's 6.5 billion human beings now living in cities, building healthy, livable and affordable urban environments is critical to the mission of today's global environmental movement. The Livable Streets Initiative is an online community for people working to create sustainable cities through sensible urban planning, design, and transportation policy. We provide free, open source, web-based, resources to citizens working to create a greener economy, address climate change, reduce oil dependence, alleviate traffic congestion, and provide better access to good jobs in healthy communities.
Barbara Lindsey

Weblogg-ed » Wanted: School Chief Learning Officer - 0 views

weblogg-ed.com/...-school-chief-learning-officer

learning2.0 LearningLeading willrichardson pd pln mafla09 actfl09 ctcolt09

shared by Barbara Lindsey on 07 May 09 - Cached
  • And it really is about a culture that supports, celebrates and shares learning. Jay points to a survey about CLOs from TogetherLearn that I think acts as a good barometer of that work. Does your school: Welcome innovation and contributions from its teachers? Encourage (and provide time for) reflection on successes and flops? Tolerate mistakes and reward thinking out of the box? Share information openly? Foster learning for everyone? Experiment with new ways of doing things? Work across departments and unit boundaries with ease?
  • I wondered how many schools could point to someone, anyone, who is in charge of learning. By that I mean someone who manages the culture of the school by focusing not on outcomes as much as how learning is writ large in the system. Someone who also understands the ways in which social Web technologies accentuate the need for the learning skills we’ve desired all along: creativity, critical thinking, independent thought, collaboration, etc. I know I keep going back to this, but I wonder how many of us can look at our colleagues and answer the question “How does that person learn?” And think of the leaders in our schools in that light as well.
  • Barbara Lindsey on 07 May 09
     
    Creating and supporting a culture of learning for everyone in schools.
Barbara Lindsey

Annals of Education: Most Likely to Succeed: Reporting & Essays: The New Yorker - 0 views

www.newyorker.com/...081215fa_fact_gladwell

education teaching gladwell teacher teacher education

shared by Barbara Lindsey on 25 Apr 09 - Cached
  • At this age, when kids show their engagement it’s not like the way we show our engagement,
  • And a good teacher doesn’t interpret that as bad behavior. You can see how hard it is to teach new teachers this idea, because the minute you teach them to have regard for the student’s perspective, they think you have to give up control of the classroom.”
  • Almost every time a child says something, she responds to it, which is what we describe as teacher sensitivity,” Hamre said
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  • Of all the teacher elements analyzed by the Virginia group, feedback—a direct, personal response by a teacher to a specific statement by a student—seems to be most closely linked to academic success.
  • “Mind you, that’s not great feedback,” Hamre said. “High-quality feedback is where there is a back-and-forth exchange to get a deeper understanding.” The perfect way to handle that moment would have been for the teacher to pause and pull out Venisha’s name card, point to the letter “V,” show her how different it is from “C,” and make the class sound out both letters.
  • “On the other hand, she could have completely ignored the girl, which happens a lot,” Hamre went on. “The other thing that happens a lot is the teacher will just say, ‘You’re wrong.’ Yes-no feedback is probably the predominant kind of feedback, which provides almost no information for the kid in terms of learning.”
  • “You know, a better way to handle this would be to anchor something around the kids,” Pianta said. “She should ask, ‘What makes you feel happy?’ The kids could answer. Then she could say, ‘Show me your face when you have that feeling? O.K., what does So-and-So’s face look like? Now tell me what makes you sad. Show me your face when you’re sad. Oh, look, her face changed!’ You’ve basically made the point. And then you could have the kids practice, or something.
  • Here was a teacher who read out sentences, in a spelling test, and every sentence came from her own life—“I went to a wedding last week”—which meant she was missing an opportunity to say something that engaged her students. Another teacher walked over to a computer to do a PowerPoint presentation, only to realize that she hadn’t turned it on. As she waited for it to boot up, the classroom slid into chaos.
  • “In a group like this, the standard m.o. would be: he’s at the board, broadcasting to the kids, and has no idea who knows what he’s doing and who doesn’t know,” Pianta said. “But he’s giving individualized feedback. He’s off the charts on feedback.” Pianta and his team watched in awe.
  • Educational-reform efforts typically start with a push for higher standards for teachers—that is, for the academic and cognitive requirements for entering the profession to be as stiff as possible.
  • But after you’ve watched Pianta’s tapes, and seen how complex the elements of effective teaching are, this emphasis on book smarts suddenly seems peculiar.
  • In teaching, the implications are even more profound. They suggest that we shouldn’t be raising standards. We should be lowering them, because there is no point in raising standards if standards don’t track with what we care about. Teaching should be open to anyone with a pulse and a college degree—and teachers should be judged after they have started their jobs, not before. That means that the profession needs to start the equivalent of Ed Deutschlander’s training camp
Barbara Lindsey

Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 0 views

pwoessner.com/...classroom-global-collaboration

globallyconnectedproj global collaboration students education2.0

shared by Barbara Lindsey on 07 May 09 - Cached
  • Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
  • Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
  • After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
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  • My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
Barbara Lindsey

How To Connect Your Students Globally | always learning - 0 views

mscofino.edublogs.org/...connect-your-students-globally

teachers global technology blog

shared by Barbara Lindsey on 27 Oct 09 - Cached
  • dorie conlon on 12 Mar 10
     
    Good educators know that the real world is ever more interconnected and interdependent. We all share in facing such planetary challenges as climate change, health epidemics, global poverty, global economic recessions and trade imbalances, assaults on human rights, terrorism, political instability, and international conflicts. We also share opportunities for global collaboration in such areas as scientific and artistic creation, trade, and international cooperation. These challenges and opportunities define the contours of our lives, even in their most local dimensions. Yet in spite of growing awareness of the importance of developing global skills, few students around the world have the opportunity today to become globally competent.
dorie conlon

Being Bilingual May Boost Your Brain Power - NPR Story - 0 views

www.npr.org/...ual-may-boost-your-brain-power

Advocacy Parents Teachers Critical Languages bilingual multilingual research

shared by dorie conlon on 04 Apr 11 - No Cached
  • dorie conlon on 04 Apr 11
     
    In an interconnected world, speaking more than one language is becoming increasingly common. Approximately one-fifth of Americans speak a non-English language at home, and globally, as many as two-thirds of children are brought up bilingual. Research suggests that the growing numbers of bilingual speakers may have an advantage that goes beyond communication: It turns out that being bilingual is also good for your brain.
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