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sheldon reynolds

The Flipped Classroom Model: A Full Picture « User Generated Education - 0 views

usergeneratededucation.wordpress.com/...classroom-model-a-full-picture

Flip shifts

shared by sheldon reynolds on 27 Jun 12 - No Cached
  • Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      I'd like to use this concept as an intervention resource
  • The advantage of the flipped classroom is that the content, often the theoretical/lecture-based component of the lesson, becomes more easily accessed and controlled by the learner.
  • One of the major, evidenced-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      I'd like to see how I can apply this concept on an administrative level and for staff PD
  • ...11 more annotations...
  • With the growth of open education resources via Youtube and Creative Commons, it is important to note that excellent video lectures have been and are freely/easily available.
  • Sal Khan is not showing any examples about what students and teachers are doing beyond Khan Academy. The news stories are not showing the open-ended problems the kids should be engaging with after mastering the basics
  • he focus is on the wrong things. Khan Academy is just one tool in a teacher’s arsenal. (If it’s the only tool, that is a HUGE problem.)
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Great point!   The first is to learn how to find or create powerful flipped lessons.  Second is to have quality work to follow up application of the knowledge gained in the lesson.
  • It really is a cycle of learning model.)  It provides a sequence of learning activities based on the learning theories and instructional models of Experiential Learning Cycles
  • People learn experientially.  It is the teacher’s responsibility to structure and organize a series of experiences
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      this is really key to what common core is about.  We need to make sure that the works we give student are meaningful and relevant to what they are learning
  • This is where and when videos such as those archived by Khan Academy, Neo K-12, Teacher Tube,
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      flipped resources
  • n a user-generated learning environment, students could be asked to locate the videos, podcasts, and websites that support the content-focus of the lesson.  These media can then be shared with other students.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Similar to what we're doing with diigo and the PLN
  • Part of this phase includes an online chat for asking and addressing questions about the content presented via the videos, podcasts, websites.  Through a “chat” area such as Etherpad or Google Docs, learners can ask questions with responses provided by co-learners and educators.  Videos could even be embedded into a Voicethread so students can post comments/reactions to the content.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Another important aspect.  This would be good for getting input for all staff members and its probably more helpful for the ones that arent comfortable talking in groups.
  • They can view them in a learning setting that works for them (music, lighting, furniture, time of day) and can view/review information that they find particularly interesting or do not understand.
  • t is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      The so what, how do we put it in action phase?
  • During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Put it into action, make it work for you phase
sheldon reynolds

Education Week: Common-Core Work Must Include Teacher Development - 1 views

www.edweek.org/...19hirsh.h31.html

common core professional_development

shared by sheldon reynolds on 16 May 12 - No Cached
  • Yet a fundamental contradiction underlies the progress: While we are promoting radical change in creating a coherent national framework for what students should know and the way they learn, we have not yet committed to offering teachers the deep learning they will need to transform the way they work.
  • oo many plans for supporting the transition to the common core read more like communication plans than serious road maps for preparing educators to teach the standards.
  • "What made you think you could transform teacher practice and student learning with traditional models of professional development?"
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Exactly why we need to do our own PLN, it has to model what's expected of the students
  • ...9 more annotations...
  • we will not achieve the outcomes we expect and need without comprehensive professional learning for educators that supports the new standards. The dramatic shift in teaching prompted by the common core will require practical, intensive, and ongoing professional learning
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      I think the emphasis on the shifts will be even more important than the stds
  • teachers will need to employ instructional strategies
  • They will need subject-area expertise well beyond basic content knowledge and pedagogy to create dynamic, engaging, high-level learning experiences for students.
  • their leaders will need to champion professional learning in their buildings and back the teachers who coach and support each other.
  • Administrators and teachers working together plan, execute, and assess professional learning.
  • It is collective and collaborative within and across buildings, so the quality of instruction improves consistently from classroom to classroom and from school to school. It includes time for teachers to learn from each other, examine research and effective practices, and problem-solve. It demands leadership from teachers as coaches and mentors, while continuing to tap the knowledge of outside experts and resources.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      This is basically a blueprint for the dual focus of our PLCs
  • Learning Forward,
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Need to find out more about this group
  • Sandler Foundation
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      find out more about this group as well
  • It is through this combination of commitment to the standards and comprehensive change in professional learning that we hope to see the promise of the common core come to life.
    • sheldon reynolds
      sheldon reynolds on 16 May 12
       
      Powerful statement I need to be sure to include this in blogs/presentations
sheldon reynolds

Are You Ready to Flip? - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...are-you-ready-to-flip-691.php

shared by sheldon reynolds on 27 Jun 12 - No Cached
  • " . . .not all material is suitable to be taught through a video lesson."
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      You have to know what you want to put online
  • But, you absolutely must begin by first deciding what the end product looks like.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      This is where AFL comes into play.  Unpacked stds, structured learning targets, culminating assessments
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      The LDC info Kirsten posted will be great for this...in all subject areas
    • Katy Vance
      Katy Vance on 28 Jun 12
       
      Since this idea had really taken off in Math, I had only thought of it that way, but I love the idea of combining the flipped classroom with LDC across subject areas.
  • After determining what you want your students to master and how that should look, begin creating (or collecting) quality learning resources
  • ...4 more annotations...
  • If content is delivered outside of class time, it is up to the teacher to provide the students with opportunities in class to place the content they learned into context. 
  • These in-class "activities" (for lack of a better term) must: 1)  help support the student understanding of the stated learning objectives, 2)  be designed to help students process what they have learned and place the learning into the context of the world in which they live, 3)  be engaging to the students, yet flexible enough to allow students the ability to process and produce in a way that is meaningful to them.  Possible in-class work could include:student created contentindependent problem solvinginquiry-based activitiesProject Based Learning
  • Our response is that not all material is suitable to be taught through a video lesson. 
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      Have to know where your going with your lesson, know when and where you want certain things delivered
  • We should never use a tool (in this case a video) just for the sake of using the tool; we should use the tool because it is the right tool for a particular job.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      We'll have to play with this to see the appropriate tool.  At the moment I see this best as an intervention tool.
  • anonymous on 06 Jul 12
     
    We know that all students don't get "it" the first time, and a video gives these students the opportunity to revisit a lesson as many times as they need. I've always felt that my time with students is most effective when I'm listening -- rather than talking -- to their explanations of their thought process. I can then take what the student has taught me, and fill in the missing pieces of their understanding.
sheldon reynolds

Flipping the Classroom Requires More Than Video | GeekDad | Wired.com - 1 views

www.wired.com/...flipping-the-classroom

Flip shifts professional_development

shared by sheldon reynolds on 01 Jul 12 - No Cached
  • As learners, we humans only retain 10 percent of what we read and 20 percent of what we hear, but we comprehend 90 percent of what we say and do
    • sheldon reynolds
      sheldon reynolds on 01 Jul 12
       
      If this research is correct, this really validates the need to make sure the application i.e. student work is of quality
  • The idea has even proved inspirational to other technology-challenged domains (e.g., health care) to spark better use of online information to prepare for face-to-face encounters.
  • What Khan Academy is not, though,
  • ...7 more annotations...
  • is a panacea for educatio
  • “we’ve wanted students to take responsibility for their learning, and we want to use our time with them to work on the meatier stuff and deepen the learning.
  • Video itself will not help kids achieve more in your class. The flipped classroom is about making connections with learners and differentiating your instruction. If videos are a part of that multi-faceted plan, great
  • “Anyone who blindly adopts ‘The Flipped Classroom’ (or inquiry, or lecturing, or unschooling, or whatever) model and never modifies it to meet the needs of his or her students will blindly lead his or her students into educational ruin.”
  • Khan Academy is great for what it is — a supplemental resource; homework help — but we’ve turned it into something it’s not. Indeed, something it was never intended to be.
  • “Phase Three” of education reform: blended learning. Meaning, the digital form moves beyond simply augmenting face-to-face teaching into a peer role where online and offline interaction directly supports learning goals.
  • Technology is now entrenched in higher education. Its presence urges instructors to teach differently and think more deeply about what information can be delivered before class, during class, and after class. Students drive that change.
sheldon reynolds

Round & Round | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...round-round

professional_development instructionalrounds

shared by sheldon reynolds on 08 Feb 14 - No Cached
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      we need to determine the focus areas for the rest of the year and set that as the focus of the rounds
  • Often people don’t know what high-quality teaching and learning is,” he says. “We’ll show a video of a class to district leaders and ask them to describe it or rate it. There’s usually no common understanding of what ‘good’ looks like.”
  • Administrators descend on classrooms with clipboards and checklists, caucus briefly in the hallway, and then deliver a set of simplistic messages about what needs fixing,” the authors write, and the fixing is usually the teacher. (It’s no wonder some teachers refer to these visits as “drive-bys.”)
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      I like how these model doesn't focus on giving the teacher feedback but rather reflection for the observer
  • ...14 more annotations...
  • personal from the practice — something Elmore says medical professionals do well, but not educators. “Educators . . . tend to confound and confuse the practice with the person,” he writes. “Indeed, for most educators, their practice is who they are.”
  • he and the other facilitators spend a lot of time at the beginning helping rounds participants understand that everyone involved — not just teachers
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      So does PD start with the concept of instructional rounds or the focus areas first
  • stress the importance of collecting meaningful, raw evidence when observing a classroom, and to do it without judgment
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      This is the what I see...
  • “There’s tremendous value in slowing down. We go in and watch a reading lesson. Normally the observers want right away to say, Wasn’t her approach fabulous? or, Oh! We use that book, too, instead of, What went on in there? How did that student learn?” she says. “Rounds is stopping to really try to understand those interactions.
  • “As educators, we have such different ideas of what effective teaching and learning is.”
  • training model — one that includes a shared language and a common sense of what’s effective — work for educators?
  • Once the group forms, they identify a problem that the school or district is struggling with, observe classrooms, debrief, and then focus on what needs to be done next.
  • These networks can be formed in one school
  • Here, a basic question is asked: What is the next level of work?
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      guiding question for the start of the next year!  Should be included in the SIP
  • ultimate goal, say the authors, is for the protocols and practices learned doing instructional rounds to become as much a part of the culture of education as they are a part of the culture in medicine.
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      End goal is that this apart of the culture of our school
  • roup-learning mentality — which centers on the idea that everyone involved is working on their practice
  • “School leaders started looking at each other as resources to learn and share ideas,”
  • great if we had a coherent, national model of what effective teaching is
    • sheldon reynolds
      sheldon reynolds on 08 Feb 14
       
      We need to determine what effective teaching looks like at LMMS
  • It’s a practice, not a theory.
sheldon reynolds

What Does a Whole Child-Centered School Look Like? - Education - GOOD - 2 views

www.good.is/...hild-centered-school-look-like

shared by sheldon reynolds on 23 Apr 12 - No Cached
  • Like any school, there are always challenges, but instead of solving problems in isolation, the staff addresses them through weekly, highly focused and efficient 45-minute meetings. Teachers discuss their instruction, identify struggling students, and look at ways to support learning gaps. Rawnsley says these meetings have been critical to the development of many of the innovative programs that address the academic and social needs of students, like those supporting English language learners.
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      One thing I find interesting about this is that it highlights one issue we do NOT touch on in our PLCs.  Struggling students... I would love to see PLCs as a time to bring together the problems/roadblocks/challenges we are facing and address them as a group with strategies.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      agreed
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      The struggling student part of this struck me as well, it's something I've been thinking about a lot because I feel it is an area that I need to build more strength. To me it goes back to the questions we should be asking ourselves constantly: How do we know our students are learning? AND If they are not learning, what are we doing about it? This is something we need to bring to the front of our PLC thinking so that we can support our struggling learners.
  • Given the narrow focus on academic achievement and test scores in today’s education climate, few campuses are actually able to make that vision a reality
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      How well do we do this a school, we're great at building community but we need to make sure we keep getting better.
  • ...1 more annotation...
  • "There’s very clearly a feel within the school that students don’t need to abandon their culture"
  • Katy Vance on 23 Apr 12
     
    The school has also fostered strong relationships with individuals, institutions, and community organizations that can help the students learn and develop.
Kirsten Edwards

Educational Leadership:Best of Educational Leadership 2006-2007:Improving the Way We Gr... - 1 views

www.ascd.org/...-the-Way-We-Grade-Science.aspx

shared by Kirsten Edwards on 08 Jul 12 - No Cached
  • When the researchers looked to see what kinds of feedback caused this decline in performance, they found that it was feedback that focused on the person, rather than on the task. When feedback focused on what the person needed to improve and on how he or she could go about making such improvements, learning improved considerably.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Need to provide feedback to students that provides them with information about how to improve...Good job is not enough.
  • In most classrooms, if students forget something that they have previously been assessed on, they get to keep the grade. When students understand that it's what they know by the end of the marking period that counts, they are forced to engage with the material at a much deeper level.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Requires students to know knowledge at a deeper level and requires teachers to spiral information throughout the year.
  • When assessment is dynamic, however, all students can improve. They come to see ability as incremental instead of fixed; they learn that smart is not something you are—it's something you become.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Allows students to improve over time...it is ok for students to learn at different rates.
  • ...3 more annotations...
  • The final grade for the marking period is based on the aggregate level of proficiency displayed in the 10 content standards. “Green lights” are worth 2 points, “yellow lights” are worth 1 point, and “red lights” are worth 0 points. Consequently, the highest score for the marking period is 20 points (10 content standards × 2 points), or 100 percent. To receive an A, students need to master at least 90 percent of the required content, earning a minimum of 18 points. A student can achieve this with 10 greens (20 points), 9 greens and 1 yellow (19 points), 9 greens and 1 red (18 points), or 8 greens and 2 yellows (18 points). A grade of B reflects 80 percent mastery (a minimum of 16 points), and a C reflects 70 percent mastery (a minimum of 14 points). Students can achieve these points through various configurations of “lights.”
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      One method of translating standards-based grading into a traditional grading scale
  • At the end of the unit, students take a test to verify their level of mastery in each identified content/skill area. If students do better than expected, the teacher updates their achievement profile with this “latest and best” evidence.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      It is ok if it takes you longer to learn a concept than your peers.
  • understood that they were expected to improve as a result of instruction and not expected to arrive at school already knowing the content.
    • Kirsten Edwards
      Kirsten Edwards on 08 Jul 12
       
      Creating life-long learners
Joshua Rudisill

Endangered Durham - 2 views

endangereddurham.blogspot.com

Durham field study social studies endangered Lakewood historuy

shared by Joshua Rudisill on 08 Jun 12 - Cached
Katy Vance liked it
  • Joshua Rudisill on 08 Jun 12
     
    This is a great website to learn about the history of Durham and especially the Lakewood neighborhood. Use this for neighborhood studies and to learn about where we live!
  • Laine Staton on 08 Jun 12
     
    Love this site! There is so much that is hidden about Durham. Can't wait to teach it next year.
Kirsten Edwards

Mathematics Teaching Using Journals: Writing Strategies That Improve Problem Solving an... - 1 views

www.diigo.com/...eaching-using-journals-a147597

mathematics education journals interdisciplinary

shared by Kirsten Edwards on 09 Jun 12 - No Cached
    • Kirsten Edwards
      Kirsten Edwards on 09 Jun 12
       
      Having student's write in math class about both content and feelings about mathematics has potential to help students reflect more about what they are learning, which leads to better understanding of ideas, and help teachers better understand every student's point of view.
    • Kirsten Edwards
      Kirsten Edwards on 09 Jun 12
       
      I could see having student writing in their math journal as their morning activity before morning meeting.  It would allow them to reflect on what they learned the day before or another topic.  Having a consistent morning routine before morning meeting was something I was lacking and this seems like it could fill that task and help with student learning.  
    • Katy Vance
      Katy Vance on 09 Jun 12
       
      I LOVE this idea! Especially if your teaching partner started the day with SSR, and then your students are consistently beginning the day with reading and writing.
sheldon reynolds

Understanding by Design | Center for Teaching | Vanderbilt University - 0 views

cft.vanderbilt.edu/...understanding-by-design

ubd professional_development shifts instruction

shared by sheldon reynolds on 25 Jun 13 - No Cached
  • What should students know, understand and be able to do
    • sheldon reynolds
      sheldon reynolds on 25 Jun 13
       
      facts & skills
  • What facts, concepts and principles should they know?  What processes, strategies and methods should they learn to use?
    • sheldon reynolds
      sheldon reynolds on 25 Jun 13
       
      topics
  • understandings” that you want students to remember after they’ve forgotten the details of the course.
    • sheldon reynolds
      sheldon reynolds on 25 Jun 13
       
      Concepts, key understanding the last pieces of blooms and the six facuets
  • ...3 more annotations...
  • how do you prioritize and narrow down the content you want to teach so it fits within the limited framework of the course?
    • sheldon reynolds
      sheldon reynolds on 25 Jun 13
       
      this is guiding question for unit/learning design
  • What will you accept as evidence that students are making progress toward the learning goals of the course?  How will you know if they are “getting it”?
  • Finally, after you have decided what results you want and how you will know you’ve achieved them, then you start planning how you’re going to teach.
Katy Vance

Inquiry, Formative Assessment, and Student Learning Communities: Research Reflections R... - 0 views

theunquietlibrarian.wordpress.com/...esearch-reflections-roundtable

unquiet_librarian assessment student_involvement learning research inquiry formative_assesment

shared by Katy Vance on 23 Apr 12 - No Cached
  • Katy Vance on 23 Apr 12
     
    I like this blog post because Buffy Hamilton and Susan Lester work together as a team to incorporate student voice into their assignments as well as identify where students are successful and where students need help.  I especially like how the students are hearing what everyone else is succeeding/struggling with, making it a collective experience. 
sheldon reynolds

The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 0 views

www.thedailyriff.com/...ped-class-conversation-689.php

shifts professional_development common core flipped

shared by sheldon reynolds on 27 Jun 12 - No Cached
  • A synonym for online videos. When most people hear about the flipped class all they think about are the videos.  It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      More that just a video, other forms of presentation is key
  • A blending of direct instruction with constructivist learning.
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      This it... interesting lesson presentation with appropriate follow up lessons (relevant)
  • A class where content is permanently archived  for review or remediation.A class where all students are engaged in their learning.A place where all students can get a personalized education
    • sheldon reynolds
      sheldon reynolds on 27 Jun 12
       
      All justification for usage as an intervention tool
  • ...1 more annotation...
  • But from our perspective, as successful flipped teachers, we believe it is so much more. 
sheldon reynolds

A summary of "Writing Next" | Adolescent Literacy Topics A-Z | AdLit.org - 1 views

www.adlit.org/27336

writing professional_development shifts math language_arts

shared by sheldon reynolds on 14 Jun 12 - No Cached
  • This report responds to the need for information on how to improve adolescent writing skills.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      I used this paper in my push to get the writing program going at Watts.  It's written by a leader in the field and has some powerful implications for all content subjects especially mathematical writing
  • Graham and Perin believe that writing in general — and teaching writing skills to struggling adolescent learners in particular — has not received enough attention by researchers and educators
  • Following is a listing of the 11 writing interventions Graham and Perin found to be effective, listed in order from greatest positive effect
  • ...8 more annotations...
  • Writing strategies Summarization
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      I can't get this one to open and I'm VERY interested in it because I'm trying to put together a writing continuum for our school. Any ideas?
  • Writing for content learning
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Even though this is low on the 11 strategies list, in my opinion this will become more powerful with the switch to common core.
  • The optimal mix is not a specific prescription, but one that the school administrators and teachers need to discover based on student response and classroom culture.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Have to be scientific in our approach to finding the mix for the school and each community
  • 1. Writing strategies involve "explicitly teaching adolescents strategies for planning, revising, and/or editing, which has a strong impact on the quality of their writing"
  • involves explicitly and systematically teaching students how to summarize texts" (p. 4), which may involve either a rule-governed or intuitive approach.
  • involves developing instructional arrangements whereby adolescents work together to plan, draft, revise, and edit their compositions"
  • g involves using writing as a tool for learning the subject matter. Although this approach has the least effect on writing quality and only a slight effect on learning content material, research shows it does have a consistent effect on both.
  • teaching writing can be a difficult task for many teachers and sufficient professional development may not be available to adequately bridge the gap between a desire to teach effective writing and successfully doing so
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      This was the greatest challenge for me as a teacher, its very hard to reach the ability to be comfortable with this.  Anca might need a good resource for the school in this area.
Katy Vance

About LessonCast « LessonCast - 1 views

lessoncast.org/about2

collaboration education instruction learning practices objectives resources teacher development videos

shared by Katy Vance on 10 Jun 12 - No Cached
  • Katy Vance on 10 Jun 12
     
    This seems like a great way to review ideas about instruction, classroom management and teaching and learning strategies. Each video is 1-2 minutes with a quick overview of a technique and tangibles to go with it.
Katy Vance

EDTEC 470 - Using Twitter to Learn from Others - 2 views

edweb.sdsu.edu/...twitter.htm

twitter PLN collaboration web2.0 learning education professional development tools

shared by Katy Vance on 10 Jun 12 - No Cached
  • Watch a video explaining what Twitter is.
  • Add some well known educational technologists from the list below to your list of people you follow. David Warlick Vicki Davis Angela Maiers Rod Lucier Alec Couros Jen Farr Russel Tarr Kevin Jarrett Steve Hargadon Bernie Dodge Will Richardson Bud Hunt
  • Finally, consider adding some twitter lists. A list a set of tweeps maintained by one twitter user. That user keeps the list pruned so that it's useful to him or her, and it might be useful to you, too. Here are some lists in content areas relevant to some of you in this class. If you add a list to your list of followers, you're adding dozens of other (ideally) well-chosen minds all at once History | Literature | NYT Book Reviews | Biology | Physics | Music |
  • ...2 more annotations...
  • How This Fits Into Your Personal Learning System
  • Twitter's role is to help you tune in to individuals who are sharing useful information. It allows almost instant access to their tweets. The key is to find the right people to pay attention to. Keep a special eye out for useful links that you could store in Delicious or ideas to put away into Evernote.
  • Katy Vance on 10 Jun 12
     
    Not sure about whther or not you will incorporate Twitter into your PLN? Read this artciel for the basics.  The Hyperlinks look great!
sheldon reynolds

Treating the "Instructional Core": Education Rounds | Harvard Graduate School of Education - 0 views

www.gse.harvard.edu/...uctional-core-education-rounds

instructional professional_development instruction

shared by sheldon reynolds on 09 Feb 14 - No Cached
  • There are only a handful of principals who feel like their work has anything to do with the instructional practice
    • sheldon reynolds
      sheldon reynolds on 09 Feb 14
       
      always remember what the main thing is, instruction dummy
  • take four steps: Describe what they observed in class Analyze any patterns that emerge Predict the kind of learning they might expect from the teaching they observed Recommend the next level of work that could help the school better achieve their desired goal
    • sheldon reynolds
      sheldon reynolds on 09 Feb 14
       
      Debrief process: pt 1 taking descriptive, specific observations on interactions and academic task, pt 2 analyzing observations for trends, pt 3 predict, pt 4 evaluate
  • The difficult starts with the challenge of describing what they see without being judgmental.
  • ...4 more annotations...
  • Stepping back and determining what is actually happening in a classroom before judging what should be happening, however, is a crucial step to changing instruction for the better.
  • It says let’s take the evidence before us, see where we are, and see what we think we need to do next to make progress, instead of people with formal authority who are supposed to have all of the answers.”
  • n order for rounds to work properly the focus must be on teaching–not teachers–with everyone in the room free to speak his or her mind and respect strict confidentiality for participants.
  • he “instructional core”–the essential interaction between teacher, student, and content that creates the basis of learning– is the first place that schools should look to improve student learning.
sheldon reynolds

Education Week: Concern Abounds Over Teachers' Preparedness for Standards - 1 views

www.edweek.org/...29cs-teacher.h31.html

professional_development Common Core standards shifts

shared by sheldon reynolds on 24 Apr 12 - No Cached
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      This is the challenge, how do we get our PD to look like what will be expected of the students???
  • To gauge changes in student growth across the year, as part of the new evaluation system, the district has settled on growth in academic vocabulary as an indicator. In every grade and content area, teams of teachers have come up with those words and related concepts all students must master by the end of the year.
  • "Many states are moving away from the 'train the trainer' model and trying to have more direct communications with teachers, because the message either gets diluted or changed otherwise," said Carrie Heath Phillips, the program director for the Council of Chief State School Officers' common-standards efforts.
  • ...11 more annotations...
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      Exactly where we're at now, we need to make sure we don't fall into this trap
    • Katy Vance
      Katy Vance on 24 Apr 12
       
      I like the idea of trying to model the Common Core shift through our professional development... I just honestly don't know what that will look like.
  • Cognitively Guided Instruction that district officials say aligns well with the common standards' math expectations.
  • A quiet, sub-rosa fear is brewing among supporters of the Common Core State Standards Initiative: that the standards will die the slow death of poor implementation in K-12 classrooms.
  • And we don't want to just bring superficial understanding of these standards, but to deepen the understanding, so we have an opportunity to deliver instruction in a way we haven't before."
    • sheldon reynolds
      sheldon reynolds on 24 Apr 12
       
      nice wording on the shift for math
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      Is there a possibilty we coulod model it through teachers working with student data? (Please remember I am not a math teacher!)
  • No matter which framework was used, teachers received relatively low scores on their ability to engage students in "analysis and problem-solving," to use "investigation/problem-based approaches," to create "relevance to history, current events," or to foster "student participation in making meaning and reasoning," according to a report from the foundation.
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      I feel like this is where we need to talk about instruction just liek we need to talk about content... offering some professional development on inquiry absed learning and project based learning would be helpful.
  • Mr. Wu, the UC-Berkeley professor, contends that current math teachers and curricula focus almost exclusively on procedures and algorithms, an approach he refers to as "textbook mathematics."
  • Anecdotal evidence from a Bill & Melinda Gates Foundation study suggests that teachers already struggle to help students engage in the higher-order, cognitively demanding tasks emphasized by the standards, such as the ability to synthesize, analyze, and apply information.
  • But the common core emphasizes understanding of the logical, structural concepts underpinning mathematics—the idea being that understanding how and why algorithms work is as important as crunching numbers.
  • 'Let's just take some time to think about the mathematics and set the teaching strategies aside for a moment,' " Mr. Thomas said. "It's imperative we don't send people out the door with just strategies, tips, and tricks to teach fractions. We have to make sure they understand fractions deeply."
    • Katy Vance
      Katy Vance on 24 Apr 12
       
      CONTENT CONTENT CONTENT
  • "Teachers will teach as they were taught, and if they are going to incorporate these ideas in their teaching, they need to experience them as students," said Thomas R. Guskey, a professor of educational psychology at the University of Kentucky's college of education, in Lexington. "The PD will have to model very clearly the kinds of activities we want teachers to carry forward and use in their classrooms."
    • Katy Vance
      Katy Vance on 26 Apr 12
       
      "The PD will have to model very clearly the kinds of activities we want teachers to carry forward and use in their classrooms." - This is interesting. How can we create activities for the summer that make teachers feel like we are making them do work while still modeling this kind of instruction....
    • sheldon reynolds
      sheldon reynolds on 27 Apr 12
       
      I agree they need something tangible to take away, we'l get to this point when we understand how things will look different
Katy Vance

TheHuntInstitute - YouTube - 0 views

www.youtube.com/...TheHuntInstitute

Common Core standards professional_development video youtube

shared by Katy Vance on 23 Apr 12 - No Cached
  • Katy Vance on 23 Apr 12
     
    This looks like a great resource for learning about how Common Core will affect our delivery of instruction.
sheldon reynolds

Common Core Standards Call for Uncommon Shifts in Practices | K-12 Education Blog - 0 views

blogs.sungard.com/...r-uncommon-shifts-in-practices

common core state standards

shared by sheldon reynolds on 23 Apr 12 - No Cached
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      I like how they mentioned the importance of focusing on developing the curiosity, investigations and innovative thinking.  Some of our students are going to be REALLY challenged by this!
    • carissa june
      carissa june on 23 Apr 12
       
      I like the mention of integrating technology use for the teachers as a means for professional development!
  • Teachers will have to learn new strategies for helping all students reach to a higher level of thinking.  There will be more work on interpreting, explaining, reasoning with evidence, drawing conclusions, summarizing, and evaluating. Lessons will have to be designed that address ways for teachers to develop the curiosity, investigations, and innovative thinking that the common core standards call for.  Use of technology as a way to stimulate students’ thinking will be an important aspect of new lesson designs.
    • sheldon reynolds
      sheldon reynolds on 23 Apr 12
       
      PD level of progression: content(curriculum)>teaching(instruction)>assessment
    • Katy Vance
      Katy Vance on 23 Apr 12
       
      True, we have to be experts in our subject area before we can ask students to dive into an inquiry based lesson.  Or do we?!?  : o) 
  • ...2 more annotations...
  • here will need to be more ways to use technology to encourage social, online learning
  • Teachers will need to document and construct their curriculum, lessons, and assessments.  There will need to be a library of practices that have been vetted for quality and accessible to teachers.
  • sheldon reynolds on 23 Apr 12
     
    overview of what to focus on for CC
carissa june

Education Week: Math Teaching Often Doesn't Fit With New Standards - 0 views

www.edweek.org/...30common.h31.html

math instruction Common Core shifts

shared by carissa june on 25 Apr 12 - No Cached
  • 28.8 percent), along with students’ difficulty learning the material (20 percent) and a “lack of needed mathematics knowledge among teachers” (15 percent).
  • 28.8 percent), along with students’ difficulty learning the material (20 percent) and a “lack of needed mathematics knowledge among teachers” (15 percent).
  • Katy Vance on 26 Apr 12
     
    Hello! This may be a dumb question, but could come up with a list of the specific skills teachers will need to know in depth for their math instruction next year, give 'em a pre-test similar to something we might give to students (modeling) and then help them identify the content they want to study over the summer?
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