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Blair Peterson

Reflections from an Elementary School Principal: Differentiating Learning for Teachers - 0 views

principalj.blogspot.com/...ing-learning-for-teachers.html

OngoingProfessionalDevelopment 21stcentury differentiation learning

shared by Blair Peterson on 14 Aug 11 - No Cached
  • What I am learning about professional development is: 1. It must include differentiation for staff 2. It must include deep reflection
  • Reflection needs to be deep and involve analysis. You need to dig deep: this could be blogging, discussing with others. Reflection needs to be systemic and is an expected part of the process in order to be powerful. Then you will be ready to make conclusions and generate conclusions on the effectiveness of your strategy and its impact on student learning.
Blair Peterson

Your School and Google's Nine Principles of Innovation | The Learning Pond - 1 views

learningpond.wordpress.com/...-nine-principles-of-innovation

innovation Graded21c 21stcentury Innovate google

shared by Blair Peterson on 26 Nov 13 - No Cached
  • Organizations maximize innovation if they embrace distributed leadership that truly amplifies opportunities for anyone in the organization to imagine, prototype, and build on new ideas. 
  • nnovative schools focus on teaching each individual user, not on the process of content transfer.  Differentiated learning, truly adapting the learning experience to the needs of the student-user, leveraged through the differentiated resources of the teacher-user, will be the tsunami of educational change in the next decade.
  • uccessfully innovating organizations make numerous bets, many of which are small, and some of which shoot for the moon.
  • ...10 more annotations...
  • Schools that tweak the existing assembly line model of learning will become increasingly irrelevant in a world that does not reward the output of that learning. 
  • “Technical” means that there are methods of learning that work better than others, and the experts are experienced teachers. They know what works; they just may not know how to adapt this knowledge to a setting in which they, the teacher, are farmers in the ecosystem, not preachers in the pulpit.
  • nnovative schools become culturally comfortable with rapid ideation, shipping, and iteration.
  • ts time to pursue knowledge about which they are passionate is antithetical t
  • Opportunities to network are now ubiquitous as colleagues can connect frequently, inexpensively, and across all divides of space and time via professional and social media.
  • Aversion to risk and failure is one of the greatest impediments to innovation. 
  • chools that do embrace innovation share a universal quality: leaders who are willing to take risks; who support and require their employees to take risks; who develop systems that leverage failure as a unique learning experience that builds institutional grit.
  • Organizations maximize innovation if they embrace distributed leadership that truly amplifies opportunities for anyone in the organization to imagine, prototype, and build on new ideas.
  • Adults want proof that something new will work; we want a 20-year longitudinal study to show that something different is better than what we have done in the past.
  • They can, and do, each tell their own story of mission advancement. 
Blair Peterson

The Visual Workplace, and How to Build It - NYTimes.com - 0 views

www.nytimes.com/...place-and-how-to-build-it.html

design_thinking Visual_Learning Dyslexia StudentCenteredLearning differentiation

shared by Blair Peterson on 30 Dec 12 - No Cached
  • Blair Peterson on 30 Dec 12
     
    Article on how an adult has compensated for being dyslexic. Also an example of design thinking.
Blair Peterson

BC Education Plan -- Personalized Learning and Flexibility & Choice - YouTube - 0 views

www.youtube.com/watch

StudentCenteredLearning 21stcentury Graded21c sharedvision individualized differentiation

shared by Blair Peterson on 04 May 12 - No Cached
  • Blair Peterson on 04 May 12
     
    BC schools strive for personalize learning and flexibility. 
Blair Peterson

Can educators in the 21st Century be content experts, but media illiterate an... - 0 views

rliberni.wordpress.com/...literate-and-still-be-relevant

OngoingProfessionalDevelopment StudentCenteredLearning

shared by Blair Peterson on 25 Sep 11 - No Cached
  • I’d say that 21st Century educators first need to be content experts and second need to be media literate to be relevant to their students.
  • We can’t expect students to use media correctly if as educators we’re not willing to jump in and learn, share and collaborate with our personal learning network.
    • Blair Peterson
      Blair Peterson on 25 Sep 11
       
      This supports our work on modeling the use of digital tools in teacher learning and work.
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  • Content experts are a necessity, but there is no excuse to be media illiterate Let students be your guidance if you need help with technology “Media Literate” means willing to learn continuously about tech Using new tools is necessary — new learners have new tools Media savviness doesn’t necessarily mean great teacher Content knowledge is a necessity to evaluate the quality of sources Must remember that many teachers are in different places regarding their tech knowledge — differentiating support is necessary How do Schools of Ed play into this?  What’s their responsibility?
Blair Peterson

Clayton Christensen - 0 views

disruptingclass.mhprofessional.com/...ab

StudentCenteredLearning Graded21c disruptingclass innovation

shared by Blair Peterson on 05 Oct 11 - Cached
  • as software increasingly handles direct instruction, this will create big opportunities for teachers to facilitate rich and rewarding project-based learning experiences for their students to apply their learning into different contexts and gain meaningful work in the so-called 21st-century skills.
  • And as software increasingly simplifies administrative tasks and eliminates a significant need for lesson planning and delivering one-size-fits-none lessons, there will be significantly more time for teachers to work in the ways that motivated many of them to enter teaching originally—to work one-on-one and in small groups with students on the problems where they are in fact struggling.
  • Today, teachers spend a significant amount of time engaged in what we call “monolithic” activities—one-size-fits-all, standardized activities that are designed to reach the mythical middle of a class of students.
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  • On top of this, there are a lot of demands made of teachers—bolstering student learning being the overriding one, but there’s a lot of administrative asks that go along with the job, too.
  • There should also be opportunities to create a variety of differentiated roles for teachers—so that they can pursue their strengths and don’t have to be frustrated by their weaknesses (much as happens in other fields)—as well as increasingly creative opportunities for team teaching,
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