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Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 0 views

www.ascd.org/...ning_with_Blogs_and_Wikis.aspx professionaldevelopment leadership education Ferriter
shared by Barbara Lindsey on 17 Mar 09 - Cached
  • Teachers rarely get to self-select learning opportunities, pursue professional passions, or engage in meaningful, ongoing conversations about instruction.
  • Although most of my colleagues recognize that business-driven reform efforts are likely to have little effect on student learning, they are largely unwilling to challenge the status quo. "Nothing's going to change," they insist. "This is how professional development has always been done.
    • Barbara Lindsey
      Barbara Lindsey on 17 Mar 09
       
      Do you agree with this statement?
  • First, there's a new emphasis on the importance of collaborative learning among members of close-knit teams in schools. School leaders are beginning to believe in the human capacity of their faculties and are structuring opportunities for teachers to reflect on instruction together. These joint efforts are targeted and specific, increasing educators' motivation and engagement.
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  • Second, digital tools now help fulfill Elmore's desire for fresh "portals through which new knowledge about teaching and learning can enter schools." Specifically, thousands of accomplished educators are now writing blogs about teaching and learning, bringing transparency to both the art and the science of their practice. In every content area and grade level and in schools of varying sizes and from different geographic locations, educators are actively reflecting on instruction, challenging assumptions, questioning policies, offering advice, designing solutions, and learning together. And all this collective knowledge is readily available for free.
  • Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
  • What's more, the readers of my own blog challenge my thinking in provocative comments day after day.
  • Start by using a feed reader as a learning tool for a few weeks. Find several blogs that target educators in your grade level or content area and organize them with an aggregator of your choice. The search for blogs probably best begins at the SupportBlogging wiki (http://supportblogging.com), which includes a list of hundreds of blogs broken down into specific categories, such as education blogs, principal blogs, teacher blogs, classroom blogs, and librarian blogs.
  • Tell others how much you enjoy having your thinking stretched by the blogs you read.
  • Share your feed reader with your learning team and begin to explore together. Ask peers about the most interesting articles they're reading. Make it a point to talk with a colleague about a shared blog post at least twice each week.
  • Although reading blogs is the best way to start incorporating 21st-century tools into your plan for professional learning, writing your own blog about instruction can be equally powerful.
  • The difference between a wiki and a blog is that wikis are designed for collaboration among groups of users. Anyone with the shared wiki password can edit the content on a wiki at any time. Wikis also provide discussion boards for every page, enabling users to engage in ongoing conversations about their developing project. Some teams of teachers—such as the teachers creating Digitally Speaking (http://digitallyspeaking.pbwiki.com)—use wikis to reflect on the characteristics of effective instruction. Others use them to create warehouses of materials among teachers working in the same content area (http://cesa5mathscience.wikispaces.com) or as a source for teachers and teams creating entire classroom textbooks (http://anatowiki.wetpaint.com/?t=anon).
  • Consider finding a few peers to write about teaching and learning together. Divide your topic of interest into subtitles or sections. Teachers could be responsible for creating content for their area of expertise; they could generate key ideas, add links to external resources, upload appropriate documents, or embed interesting videos. Then allow users who are fluent with language to polish your final text. Find members who are sticklers for spelling and grammar and turn them loose. On a wiki, the writing process is far less intimidating than on a blog because you're not responsible for an entire selection all by yourself. Instead, you'll reflect with colleagues—which in and of itself is a powerful form of professional growth.
  • Digital tools have also changed who I am as an instructor because I've introduced these tools to my students. Together, we use feed readers to explore collections of student blogs (www.pageflakes.com/wferriter/20982438) and organize resources on topics connected to our curriculum, such as biofuels and global warming (www.pageflakes.com/wferriter/22534539). We write a classroom blog reflecting on current events (http://guysread.typepad.com/theblurb) and use wikis to collaborate around content (http://carbonfighters.pbwiki.com). I teach my students to challenge the thinking of digital peers with their comments—and to enjoy the challenges that others make to their own electronic thinking. At the same time, my students are learning to create, communicate, and collaborate—and to manage and evaluate information found online.
  • Blogs and wikis are changing who we are as learners, preparing us for a future driven by peer production and networked learning.
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Don Quijote - 0 views

quijote.bne.es/libro.html Spanish Students Teachers Publications
shared by Lisa Laurito on 13 Dec 11 - No Cached
  • Lisa Laurito on 13 Dec 11
     
    This is an interactive way to read and teach Don Quijote. That website lets you read the book page by page, view his adventures on a map, look at a timeline, and much more.
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What the Heck is a 'Teacherpreneur'? | MindShift - 0 views

mindshift.kqed.org/...t-the-heck-is-a-teacherpreneur teacherpreneur education
shared by Katherine Ruddick on 22 Nov 11 - No Cached
  • Katherine Ruddick on 22 Nov 11
     
    Read this article to see what Glastonbury is already doing, and also to see how far we have to go...
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WordChamp - 1 views

www.wordchamp.com/Home.do Teachers Students Technology Assessment Reinforcement All_languages Practice Authentic_literature
shared by Patty Silvey on 23 Jun 10 - Cached
  • Kate Krotzer on 23 Jun 10
     
    "WordChamp has been designed specifically as an aid for language teachers. Whether you teach a classroom full of students or just one student, whether you want your students to stay entirely in the target language or translate, practice conjugations or reading, use pictures or practice pronunciations, WordChamp gives you the tools you need to help your students succeed."
  • Patty Silvey on 30 Dec 10
     
    Learn languages and connect with people around the world. Free! Though a nominal charge gets you additional benefits. Bilingual flashcards both written and oral are already available or make your own. Oral flashcards can be downloaded as an MP3.The BEST part is the Web Reader which helps in reading authentic material also part of the site. The help is in the form of either written or oral mouse-over translation. WordChamp also has numerous other activities for the teacher to use to create supplemental practice. The Course Management feature allows a teacher to track classes or individual students.
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Cuentos y leyenda ilustradas por niños - 1 views

www.isftic.mepsyd.es/...cuentos Teachers Students Spanish Technology reading fiction
shared by Kristen Klin on 24 Jun 10 - Cached
  • Kristen Klin on 24 Jun 10
     
    This is a part of the Gobierno Español Ministerio de educacion website. It has online books at different levels that can be listened to or read as well as accompanying activities.
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The Fischbowl: My Personal Learning Network in Action - 0 views

thefischbowl.blogspot.com/...earning-network-in-action.html fischbowl socialnetworking actfl09 ctcolt09 mafla09 pln
shared by Barbara Lindsey on 30 Sep 09 - Cached
  • It’s also critical to include varied viewpoints in our PLNs, to make sure we don’t continually reinforce our already held beliefs.
  • We live in an age of information abundance. Our students need to learn how to find, evaluate, organize, synthesize, remix and re-purpose information in order to understand and solve complex problems.
  • books are still part of my PLN
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  • Loss of certainty about authority and credibility is one of the prices we pay for the freedom of democratized publishing. We can no longer trust the author to guarantee the veracity of work; today’s media navigators must develop critical skills in order to find their way through the oceans of information, misinformation, and disinformation now available. The ability to analyze, investigate, and argue about what we read, see, and hear is an essential survival skill. Some bloggers can and do spread the most outrageously inaccurate and fallaciously argued information; it is up to the readers and, most significantly, other bloggers to actively question the questionable. Democratizing publishing creates a quality problem, the answer to which is—democratizing criticism. Critical thinking is not something that philosophers do, but a necessary skill in a mediasphere where anybody can publish and the veracity of what you read can never be assumed.
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Digitally Speaking / Social Bookmarking and Annotating - 0 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating technology teachers students
shared by Barbara Lindsey on 12 Oct 09 - Cached
  • Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.  The results can be disastrous.  Motivation wanes when groups using new services fail to meet reasonable standards of performance.  "Why did I bother to plug my students in for this project?" teachers wonder.  "They could have done better work with a piece of paper and a pencil!"
  • With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see.  Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
  • intellectual philanthropy and collective intelligence
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  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
  • In Shirky's terms, teams that embrace social bookmarking decrease the "cost" of  group transactions.  No longer do members resist sharing because it's too time consuming or difficult to be valuable. Instead, with a little bit of thought and careful planning, groups can make sharing resources---a key process that all learning teams have to learn to manage---remarkably easy and instant.
  • Imagine the collective power of an army of readers engaged in ongoing conversation about provocative ideas, challenging one another's thought, publicly debating, and polishing personal beliefs.  Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together.  Imagine the potential for brainstorming global solutions, for holding government agencies accountable, or for gathering feedback from disparate stakeholder groups when reading moves from a "fundamentally private activity" to a "community event."
  • Understanding that there are times when users want their shared reading experiences to be more focused, however, Diigo makes it possible to keep highlights and annotations private or available to members of predetermined and self-selected groups.  For professional learning teams exploring instructional practices or for student research groups exploring content for classroom projects, this provides a measure of targeted exploration between likeminded thinkers.
  • Diigo takes the idea of collective exploration of content one step further by providing groups with the opportunity to create shared discussion forums
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Read children stories in target language - 5 views

www.childrenslibrary.org/...SimpleSearchCategory Parents Teachers Students Spanish French Russian Chinese literature
shared by augusta gonzalez on 23 Jun 10 - Cached
  • augusta gonzalez on 23 Jun 10
     
    Site full of original children literature available in different languages. You can have students read picture books in many languages
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Colors in Motion - 1 views

www.mariaclaudiacortes.com/...Colors.html Technology Spanish
shared by Lynn Dombroskas on 13 Dec 11 - Cached
  • Lynn Dombroskas on 13 Dec 11
     
    This website is an interactive way to read and teach Don Quijote. That website lets you read the book page by page, view his adventures on a map, look at a timeline, and much more.
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Newspapers of Latin America - 0 views

galiciavirtual.net/...sudamerica.htm Parents Teachers Students Spanish Publications Lesson Planning
shared by Jean Despoteris on 23 Jun 10 - Cached
  • Jean Despoteris on 23 Jun 10
     
    Read the newspapers in Spanish from Latin American countries
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Study Spanish - 1 views

www.studyspanish.com Spanish Teachers Students Lesson Planning culture audio listening
shared by Patty Silvey on 16 Oct 10 - Cached
  • Patty Silvey on 16 Oct 10
     
    Loads of FREE stuff here. I especially like the "Cultural Notes" section. There are both long and short versions/written in English next to Spanish Some have a native speaker reading the Spanish version. The "Pronunciation" section uses native speakers from throughout the Spanish-speaking countries. Found it from Discovery Education site.
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Lessons Learned: Webcasting and Live Blogging a School Board Meeting » Moving... - 0 views

www.speedofcreativity.org/...logging-a-school-board-meeting webcasting liveblogging fryer
shared by Barbara Lindsey on 07 Apr 09 - Cached
  • In many ways, digital technologies can be used as humanizing and socializing influences in a community. One of the virtual attendees (Ernie Cox) tonight commented, “as a father of 2 small children I could be even more involved in civic life if more meetings where covered like this…..” Ernie is exactly right. Webcasting and recording events like this can open up many more doors for civic engagement and involvement. School
  • veryone who wanted to get into the room tonight could not fit. How many more Edmond residents and school district constituents could “attend” the meeting if it was both webcast live and archived? Many, many more.
  • If we want to help motivate and direct our students to become meaningfully engaged in the civic activities of their community, state, and nation (and I think this is an important goal) we should advance this purpose by encouraging them to become citizen journalists.
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  • The benefit of using a tool like CoverItLive (which was free, incidentally) was the opportunity to engage in a backchannel discussion with others during the meeting. This would not have been possible if we were simply viewing the board meeting on the TV. I could even envison the school board making time for virtual attendee/participant comments and questions.
  • This can and should be a context where the transparency afforded by social media tools produces numerous ancillary benefits for those involved, besides the simple act of documenting and sharing an event.
  • Our school board should go paperless. It was AMAZING to see how thick the binders of paper were which each school board member had in front of them during the meeting. In our digital world, it would be both prudent and useful to have all those documents digitized so they were full-text searchable.
  • the district blocks all videos and photos from the learning community so they are inaccessible by students as well as educators on the district network.
  • No one can predict with complete accuracy what the information and communications landscape is going to look like in 2015. How is this dynamic environment addressed in the site plans of our schools? I’m curious if these site plans will be made available electronically for parents to download and read. I think they should be.
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educational-origami - Starter Sheets - 0 views

edorigami.wikispaces.com/Starter+Sheets teachers technology digital citizenship Bloom's Taxonomy professional development
shared by Barbara Lindsey on 16 Sep 09 - No Cached
  • dorie conlon on 15 Mar 10
     
    The Starter Sheets are resources for the classroom teacher. The intention of each sheet is to introduce a tool, technology or activity that could be easily adapted for use in the classroom. Each sheet is created to a template design and should have the following features: must be two pages must have pictures that illustrate process and outcomes process must be straight forward must be simple to read and understand must have clear benefits for the teacher in the classroom, the exemplar should be easy to adapt to a variety of classroom settings must have an alternative - web based or application must be linked to Bloom's Digital Taxonomy and Sensory learning styles using VARK
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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
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Multimedia & Internet@Schools Magazine - 0 views

www.mmischools.com/...MmisXtra.aspx media literacy reading education
shared by Barbara Lindsey on 18 Jul 09 - Cached
  • I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
  • Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
  • PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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  • Culture determines library programs; libraries transmit culture.
  • If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
  • In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr via Twitter
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Canção do Dia de Sempre na voz de Mário Quintana - 0 views

chir.ps/sg twitter Portuguese poem technology poetry
shared by Barbara Lindsey on 13 Aug 09 - Cached
  • Barbara Lindsey on 13 Aug 09
     
    Example of a chirp on Twitter. Reading of a Portuguese poem?
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