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David Ellena

When Not to Use Technology: 15 Things That Should Stay Simple In Education - InformED : - 0 views

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    Some times when you should not use technology
David Ellena

Just One Thing-The Impact of a Simple Gesture | Management Excellence by Art Petty - 0 views

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    The important effect of doing just one thing
Jason Finley

The School-Community and College-Readiness Connection - 0 views

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    "It's human nature-if we feel we belong, we are more likely to view ourselves as having the potential to achieve. It's troubling that this simple principle seems to have been lost in the debate about educational reform."
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    Being involved in a number of school transformation initiatives I have found that this principle can have a very powerful impact on students and their learning. But, there are also bigger lessons here which can/should be applied to whole school community. jf
David Ellena

Doing the Leadership Tango - Promising Practices - Management - GovExec.com - 0 views

  • Effective leadership is akin to a tango. Everyone knows who is the formal leader before the dance begins. But once the action starts effective leadership reflects a flexible dynamic moving partnership, quality of a relationship. Knowing your ABCs—“awareness” of your “behavior” and its “consequences”—is a key leadership building block.
  • The behaviors reflect a simple relationship model comprising eight styles and two energy modes. "Describe," "prescribe," "appreciate" and "inspire" reflect push energy—being understood by you and getting my points across to you. "Attend," "ask," "understand" and "empathize" reflect pull energy—striving to understand the points you are trying to get across to me.
  • Leaders must be aware of their follower’s style, needs and preferences.
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    Knowing your people is a key skill in successful leadership
Courtney Jablonski

eLearning Update: Blended Learning Key for Growth - 0 views

  • Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, path, and/or pace.
  • The definition implies simple remote correspondence—like online videoconferencing or web chatting in a real-time environment only—does not qualify as blended learning, and perhaps points to a theoretical division between the labels of "online" and "distance" learning.
  • The report then labels six types of blended learning approaches:• face-to-face driver programs where teachers deliver most instruction in a live classroom and use online activities to supplement or remediate what goes on in the brick-and-mortar school;• rotation models where students follow a schedule that alternates between face-to-face class sessions and in-person instruction;• flex formats where most of the curriculum originates online, but an on-site instructor provides instruction as needed in individual and small group sessions;• online lab sessions where students do work online, but in a computer lab at a brick-and-mortar school with aides who offer supervision but little subject guidance;• self-blend schools where students may take online courses a la carte to supplement their brick-and-mortar school's curriculum; and• online driver constructs where students receive most of the course online and independently, but participate in required or optional face-to-face meetings.
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    Our district is very focused on integrating 21st Century Learning Skills with our current Common Core Standards. What else can we be doing to prepare our students for this type of learning environment? At what age is it appropriate to begin this type of learning? What cost will this have on the emotional/personal relations between students and teachers?
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