Group items tagged

"Does the fact that people have helped you, make you feel less accomplished? Does it mean you didn't work as hard on the project, didn't write the book, didn't start the business, or finish the marathon?" To me, this is a testament to the importance of collaboration (collaboration between students, yes…but also collaboration as a staff). The best way to achieve greatness is to share and build off of what others have done before us.

"Through connection and collaboration teachers can start down a learning path that parallels the one they try to create for students."

"Unleash your creativity Produce beautiful notes, quickly and easily. Share them with friends and colleagues to enhance your ideas collaboratively. All for free!"

"Unleash your creativity Produce beautiful notes, quickly and easily. Share them with friends and colleagues to enhance your ideas collaboratively. All for free!"

passed this on to a great English teacher - we both agree - it has great potential - focused collaboration is a great learning strategy - awesome if this help students become better readers!

This framework helps was created to help drive instructional practice. Specifically, collaborative group work, writing to learn, literacy groups, questioning, scaffolding, and classroom talk.

"The Spatial History Project at Stanford University is a place for a collaborative community of students, staff, and scholars to engage in creative spatial, textual and visual analysis to further research in the humanities. " Data visualizations that are tied to geography. Quite a few are applicable to US History SOLs

"In order to help educators integrate technology effectively, we have compiled a list of technology tools focused on learning goals consistent with the CRCD framework. Unlike other lists that promote "cool tools," yet leave teachers wondering about purposeful educational integration, our list is driven by specific learning goals that promote critical-thinking, creativity, collaboration, and community-mindedness. " Great list of resources including sites for web based timelines, publishing writing online, guided research activities, etc.

A friend shared this with me and it's a good read. It also summarizes the way that many of our teachers think, and could be an interesting article to share with a teacher and have a discussion about. Ultimate, I have a huge problem with the assumptions and conclusions that are being made here: "Now I'm not calling for abuse; I'd be the first to complain if a teacher called my kids names. But the latest evidence backs up my modest proposal. Studies have now shown, among other things, the benefits of moderate childhood stress; how praise kills kids' self-esteem; and why grit is a better predictor of success than SAT scores. All of which flies in the face of the kinder, gentler philosophy that has dominated American education over the past few decades. The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads. Projects and collaborative learning are applauded; traditional methods like lecturing and memorization-derided as "drill and kill"-are frowned upon, dismissed as a surefire way to suck young minds dry of creativity and motivation. But the conventional wisdom is wrong. And the following eight principles-a manifesto if you will, a battle cry inspired by my old teacher and buttressed by new research-explain why." Why are these seen as two completely different and opposing philosophies of education? That's my question. From my experience, teasing knowledge and understanding out of children stresses the hell out of them. They struggle to give you an answer initially, but when when you are unwilling to spoon feed them or provide them with a "drill and kill" answer, they finally make a connection. In doing so you show the students that their grit and determination has helped them gather a better understanding of the material and become a better student and learner in process.

I may write a decent response to this. She plays just about every false argument card in the book. It needs this treatment - http://www.al.com/opinion/index.ssf/2013/10/huntsville_teacher_common_core.html

This take down of Gladwell's dyslexia chapter http://languagelog.ldc.upenn.edu/nll/?p=8123 makes for a similar parallel.

"ou can only speak and write English so how do you converse with a person in China who writes Mandarin but doesn't understand a word of English? Google Translate is no doubt a good option but it is going to be tedious for you (and your Chinese friend) to translate each and every sentence manually before sending them through any messenger." Seems cool for communication/collaboration possibilities in foreign language. Could be an interesting way to work with pen pals in another country.

Guidelines for Groupwork. Provides an interesting list of group roles that could be adapted for classroom use.

Kagan Structures are instructional strategies designed to promote cooperation and communication in the classroom, boost students' confidence and retain their interest in classroom interaction. The Structures work in all teaching contexts-regardless of subject, age group, and number of students in class.

Kagan Structures are instructional strategies designed to promote cooperation and communication in the classroom, boost students' confidence and retain their interest in classroom interaction. The Structures work in all teaching contexts-regardless of subject, age group, and number of students in class.

I think this is a neat idea. Would be easy to do and could really add a layer of authenticity to what students are doing and working on. Lots of different ways this idea could be used.