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Doris Reeves-Lipscomb

8 Steps Lead to 1 Goal: Professional Learning Transformation - Learning Forward's PD Wa... - 0 views

blogs.edweek.org/...l_learning_transformation.html

transformation professional learning Hirsch PD womenslearningstudio

shared by Doris Reeves-Lipscomb on 10 Jul 15 - No Cached
  • 1. Launch the work.
  • 2. Examine the data. 
  • Combined ignorance does not create a powerful plan.
  • ...5 more annotations...
  • 3. Establish vision, assumptions, purpose, definition, and goals.
  • 4. Design operations of the system.
  • 5. Revise or develop policies.
  • 6. Develop long- and short-term professional learning plans.
  • 8. Conduct ongoing assessments.
  • Doris Reeves-Lipscomb on 10 Jul 15
     
    Stephanie Hirsh of Learning Forward describes how teams and districts may transform their professional learning, June 25, 2015.
Doris Reeves-Lipscomb

7 Powerful Ways to Turn Every Failure Into Success | Inc.com - 0 views

www.inc.com/...very-failure-into-success.html

Inc. failure success learn womenslearningstudio Daskal

shared by Doris Reeves-Lipscomb on 21 Sep 15 - No Cached
  • Doris Reeves-Lipscomb on 21 Sep 15
     
    "stop shaming our failures, the easier it will be to turn them to our advantage."
Doris Reeves-Lipscomb

Engaging Knowledge Artisans - 0 views

jarche.com/...engaging-knowledge-artisans

Jarche knowledge_artisan knowledge_worker womenslearningstudio

shared by Doris Reeves-Lipscomb on 14 Sep 15 - No Cached
  • Most organizations are playing with all these new digital technologies and not putting in place structures to support knowledge artisans. But all these levels of hierarchy and control processes, based on a systemic lack of trust, will be overwhelmed by the resulting complexity of a hyper-connected economy. Overarching knowledge work principles have to be first established. An adult-to-adult relationship model like wirearchy is one example; “a dynamic two-way flow of power and authority based on knowledge, trust, credibility and a focus on results, enabled by interconnected people and technology.” Complex environments are the new normal. Relationship building is needed in order to share complex knowledge.
  • Doris Reeves-Lipscomb on 14 Sep 15
     
    Harold Jarche from 2014 on engaging knowledge artisans. "Complex environments are the new normal. Relationship building is needed in order to share complex knowledge. Implicit knowledge takes time to share, so time has to be set aside for sense-making, reflecting, and conversing. These are significant workplace changes, but can be mastered with a stable foundation of PKM practiced by interdependent and autonomous knowledge artisans. When everybody is engaged in sense-making, then any organization can better sense where it needs to go."
Doris Reeves-Lipscomb

Future of Education 2020 Summit | Internet Time Blog - 0 views

www.internettime.com/...uture-of-education-2020-summit

internet time blog Cross Stanford womenslearningstudio

shared by Doris Reeves-Lipscomb on 14 Sep 15 - No Cached
  • It was troubling to hear one person after another lecture about learning more about how people learn whlle violating most of the principles we already know. Aside from the Push format, problems included no hashtag, no Tweeting, no backchannel, no power outlets, inoperable wi-fi (for me, at least), slow wi-fi at the podium cut several presentations short, weak visuals overall, and no encouragement to network online (although many probably already know one another). I don’t know how someone as astute at Peter Norvig could sit through an entire day of this stuff.
  • I didn’t mention my suspicion that STEM dumbs down education. It’s explicit knowledge. Life’s grand lessons are largely tacit. Besides, isn’t STEM often the algorithmic knowledge that robots are going to being doing in a few years?
  • Doris Reeves-Lipscomb on 14 Sep 15
     
    blistering review of Stanford Education Conference by Jay Cross, including a LMS vendor's confiscation of "informal learning"--it's funny yet very serious. May 31, 2015
Doris Reeves-Lipscomb

Why Ed Tech Is Not Transforming How Teachers Teach - Education Week - 0 views

www.edweek.org/...h-is-not-transforming-how.html

EdTech education technology Edweek teach online_learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 24 Jun 15 - No Cached
  • teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning. Case study after case study describe a common pattern inside schools: A handful of "early adopters" embrace innovative uses of new technology, while their colleagues make incremental or no changes to what they already do.
  • numerous culprits
  • Washington-based International Society for Technology in Education
  • ...12 more annotations...
  • project-based unit on social-justice movements
  • Their goal: Produce independent research papers on topics of their choice, then collaboratively develop a multimedia presentation of their findings with classmates researching the same issue.
  • cloud-based tool called Google Slides
  • prepare written text (61 percent of respondents reported that their students did so "sometimes" or "often") conduct Internet research (66 percent), or learn/practice basic skills (69 percent).
  • Far more rare were teachers who reported that their students sometimes or often used technology to conduct experiments (25 percent), create art or music (25 percent), design and produce a product (13 percent), or contribute to a blog or wiki (9 percent.)
  • "most teachers [at the school] had adapted an innovation to fit their customary practices."
  • "second order" obstacles.
  • expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose.
  • eachers and students in the small-scale study were found to be making extensive use of the online word-processing tool Google Docs. The application's power to support collaborative writing and in-depth feedback, however, was not being realized.
  • "We're telling teachers that the key thing that is important is that students in your classroom achieve, and we're defining achievement by how they do on [standardized] tests," she said. "That's not going to change behavior."
  • "job-embedded" professional development
  • "The smarter districts use those teachers to teach other teachers how to integrate tech into their lessons,"
  • Doris Reeves-Lipscomb on 24 Jun 15
     
    Great article on why more progress in the classroom isn't happening with student-centered uses of technology. June 10, 2015 Edweek, quotes Larry Cuban.
Doris Reeves-Lipscomb

For Stanford Class of '94, a Gender Gap More Powerful Than the Internet - NYTimes.com - 0 views

www.nytimes.com/...gender-gaps-stanford-94.html

stanford class gender gap NYT womenslearningstudio

shared by Doris Reeves-Lipscomb on 06 Jan 15 - No Cached
  • Doris Reeves-Lipscomb on 06 Jan 15
     
    very interesting article for LeanIn group
Doris Reeves-Lipscomb

Why I Would Never Go Back to Offline Teaching | Powerful Learning Practice - 0 views

plpnetwork.com/...offline-teaching

collaboration elearning blended learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 24 Mar 15 - No Cached
  • Online discussion forums and bulletin boards provide a means to share our ideas in a format that is not constrained by time, that saves all our thoughts, and that allows students to return to their contributions and even change them once they’ve read others’ posts.
  • I cannot imagine returning to a non-collaborative environment. I find that everyone learns so much more this way.
  • The technologies of online learning serve many purposes for me. My main loves are the organization of the material, the easy access to web-based tools, and the ability to building bridges for collaborative learning.
  • Doris Reeves-Lipscomb on 24 Mar 15
     
    one teacher's adoption of collaborative learning online and value she sees in it
Doris Reeves-Lipscomb

Introverts: There's Nothing Wrong With You - Forbes - 0 views

www.forbes.com/...-theres-nothing-wrong-with-you

Forbes Park introverts womenslearningstudio

shared by Doris Reeves-Lipscomb on 01 Mar 16 - No Cached
  • Introverts often wish they could change themselves. But there is tremendous power in self-acceptance. Once introverts stop struggling against their essential nature, they often report feeling liberated and more aware of how to maximize their natural gifts.
  • 1. Introverts don’t fit their negative stereotype.
  • 2. Introverts are not anomalies.
  • ...1 more annotation...
  • But studies show that 1/3 to 1/2 of the American population are introverts.
  • Doris Reeves-Lipscomb on 01 Mar 16
     
    article by Christina Park on Forbes, 10/15/2014 on introverts
Doris Reeves-Lipscomb

7 EFFECTIVE WAYS TO BUILD WILLPOWER - Project Man Beyond - 0 views

www.projectmanbeyond.com/willpower

project willpower Rivera womenslearningstudio self-development self-directed_learning

shared by Doris Reeves-Lipscomb on 01 Mar 16 - No Cached
  • Remember those moments when you just don’t feel like doing a task, but you know you have to?
  • Contrary to many Vince Lombardi-type motivations, willpower is more like an energy that can be depleted. Willpower is a finite resource. It works in cycles; it is something that you build on and know when to maximize.
  • As psychologist Roy Baumeister and science writer John Tierney pointed out in their Willpower book, it works a lot like a muscle. Like a muscle, it can get tired and need recovery.
  • ...11 more annotations...
  • It also needs to be nourished. It is affected by a lot of factors such as stress, physical health, and nutrition. In other words, your “spirit can be willing but the flesh is spongy and bruised.”
  • 1.) DEFINING WHAT MOTIVATES YOU
  • f there is no underlying passion and serious motivation behind a goal, temptations can easily power their way against you.
  • .) DIVIDING YOUR GOALS INTO SMALLER PIECES
  • Starting is actually the secret to accomplishing a lot of things. Just by starting, somehow you are compelled to continue on. 
  • 3.) GRADUAL PROGRESSION & ACCUMULATING POSITIVE REINFORCEMENT
  • 4.) YOUR HEALTH MATTERS
  • 5.) WORK ON YOUR EMOTIONAL BLOCKAGES
  • Find that breakthrough and learn why, at times, you may feel like it doesn’t matter.
  • 6.) ACKNOWLEDGING YOUR LIMITATIONS
  • 7.) MEDITATION
  • Doris Reeves-Lipscomb on 01 Mar 16
     
    blog post from ProjectManBeyond, Self-Evolution for Men, posted 2/26/2016 with excellent ideas for growing willpower to do the things important to you. each essay offers a read time, ex. 7 minutes. By Mac Rivera, founder of a site for advanced self-development
Doris Reeves-Lipscomb

Habits: How They Form And How To Break Them : NPR - 0 views

www.npr.org/...hey-form-and-how-to-break-them

habits Duhigg NPR interview womenslearningstudio

shared by Doris Reeves-Lipscomb on 02 Mar 16 - No Cached
  • His new book The Power of Habit explores the science behind why we do what we do — and how companies are now working to use our habit formations to sell and market products to us.
  • every habit starts with a psychological pattern called a "habit loop," which is a three-part process. First, there's a cue, or trigger,
  • third step, he says, is the reward: something that your brain likes that helps it remember the "habit loop" in the future.
  • ...6 more annotations...
  • here's the routine,
  • "You'll put your shoes on in a different order without paying any attention to it," he says, "because once the cues change, patterns are broken up."
  • hat's when Proctor & Gamble reformulated Febreeze to include different scents. "As soon as they did that, people started using it at the end of their cleaning habits to make things smell as nice as they looked," he says. "And what they figured out is that people crave a nice smell when everything looks pretty. Now, no consumer would have said that. ... But companies can figure this out, and that's how they can make products work."
  • On breaking habits
  • On rewards
  • On spirituality and habits
  • Doris Reeves-Lipscomb on 02 Mar 16
     
    NPR interview with Charles Duhigg, on habits, 3/5/2012
Doris Reeves-Lipscomb

Don't Give Up on the Lecture - The Atlantic - 0 views

www.theatlantic.com/...281624

TED Walthausen Atlantic lecture discussion learning womenslearningstudio

shared by Doris Reeves-Lipscomb on 21 Oct 15 - No Cached
  • According to the data, students exposed to lecture more than other classroom activities showed more significant learning gains than their peers
  • Burgan points out that “being clueless in a discussion class is much more embarrassing and destructive of a student’s self confidence than struggling to understand in the anonymity of a lecture.” As a college student, I was often advised by well-meaning adults to sign-up for seminars rather than lectures in order to get “face time.” To be perfectly honest, though, the lecture format, far more than the noisy seminar, enabled me to think deeply about a topic rather than being distracted by poorly planned and redundant comments from peers (often aggravated by a teacher who is reluctant, for fear of being too top-down in terms of pedagogy, to deflect them).
  • They are delivered on engaging topics, by engaging people, and they offer time for reflection by the audience. Ever since Susan Cain delivered her 2012 TED talk “The Power of Introverts,”
  • Doris Reeves-Lipscomb on 21 Oct 15
     
    article by Abigail Walthausen on value of lectures such as Ted Talks that enable independent, deeper thought especially for introverted types than being thrust into a group discussion; The Atlantic, November 21, 2013 
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