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danielle spencer

Teaching in a Participatory Digital World | CEA - 2 views

www.cea-ace.ca/...ng-participatory-digital-world

teaching digital inquiry today's_learners

shared by danielle spencer on 28 Dec 10 - No Cached
  • to participatory social, academic, and political Web 2.0 environments with a new vocabulary and new temporal and spatial interactions.
  • new user-centric information infrastructure that emphasizes creative participation over presentation; encourages focused conversation and short briefs written in less technical, public vernacular; and facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of situated understanding that emerges from action not passivity
  • for changed mindsets about schooling, teaching, learning, and assessment.
  • ...15 more annotations...
  • how they work with disciplinary knowledge, how they design for learning and assessment, and how they embrace technology.
  • the active, engaged, and collaborative teaching and learning relationships made possible by new educational technologies.
  • inquiry and technology opens the door to powerful new teaching and assessment practices that result in documented benefits for learners
  • If work is now about networking, question-posing, critical assessment of information and media, collaborative team work, and creating new knowledge and ideas, then today’s students require opportunities to develop the competencies they need for expert adult performance in digitally rich and net-connected school spaces.
  • The most powerful thing teachers do to engage students is to design engaging, meaningful, and authentic work and technology-enhanced learning experiences.
  • teachers have a greater effect on students’ learning outcomes than the schools they attend
  • only active participation in knowledge construction allows for deeper conceptual understanding of disciplinary concepts and increased motivation for learning
  • The thoughtful design of meaningful online learning experiences matters; teachers who design for peer collaboration and individual reflection on learning cultivate stronger learning outcomes.
  • evolution of Web 2.0 is blurring the line between producers and consumers of content and shifting attention from access to information to access to other people, and online experiences and virtual communities like Second Life are allowing people with common interests to meet, share ideas, and collaborate in innovative ways.
  • it is socially constructed and shared.
  • it is an active, situated, and engaged process of making meaning, interpretation, and developing deep understanding.
  • it supports deep and engaged learning, simultaneous articulation, creation, and reflection in participatory social networks and dynamic ecosystems.
  • teachers need continuous professional support while they learn to design rich, authentic learning tasks and support the evolving needs of their students.
  • he Galileo Network
  • teachers learn how to design and teach in a digital world by using rich online tools and resources; by collaboratively developing rich tasks and student inquiry projects; by actively accessing, evaluating, and developing online educational content and learning experiences; and by participating in online forums within IO to discuss student engagement, the design of great tasks, authentic assessment, and uncovering the curriculum.
danielle spencer

netp.pdf (application/pdf Object) - 0 views

www2.ed.gov/...netp.pdf

application plan technology

shared by danielle spencer on 09 Mar 10 - No Cached
  • danielle spencer on 09 Mar 10
     
    p.13 goal 3.0 teaching
  • ...5 more comments...
  • danielle spencer on 09 Mar 10
     
    p.26- a model of learning
  • danielle spencer on 09 Mar 10
     
    p.29 Whether the domain is English language arts, mathematics, sciences, social studies, history, art, or music, 21st century competencies and expertise such as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas.
  • danielle spencer on 09 Mar 10
     
    p.41 Goal: Our education system at all levels will leverage the power of technology to measure what matters and use assessment data for continuous improvement. eg`s on p42 about online assessmentsédata
  • danielle spencer on 09 Mar 10
     
    p.39Reaching Our Goal All learners will have engaging and empowering learning experiences both in and outside of school that prepare them to be active, creative, knowledgeable, and ethical participants in our globally networked society. To meet this goal, we recommend the following actions: 1.1 Recommendation: Revise, create, and adopt standards and learning objectives for all content areas that reflect 21st century expertise and the power of technology to improve learning. p.391.2 Recommendation: Develop and adopt learning resources that use technology to embody design principles from the learning sciences. p.391.3 Recommendation: Develop and adopt learning resources that exploit the flexibility and power of technology to reach all learners anytime and anywhere.
  • danielle spencer on 09 Mar 10
     
    p.29 we need adaptive learning skills that blend content knowledge with the ability to learn new things. This requires developing deep understanding within specific domains and the ability to make connections that cut across domains p.29today. We also need to know how to use the same technology in learning that professionals in various disciplines do.Professionals routinely use web resources and participatory technology such as wikis, blogs, and user-generated content for the research, collaboration, and communication demanded in their jobs.
  • danielle spencer on 09 Mar 10
     
    p.59: connected teaching-personal learning networks
  • danielle spencer on 09 Mar 10
     
    p.90 5.5 Recommendation: Design, implement, and evaluate technology-powered programs and interventions to ensure that students progress through our K-16 education system and emerge prepared for the workplace and citizenship.
iamlexus iamlexus

NASP Position Statement on Grade Retention - 1 views

www.nasponline.org/...pospaper_graderetent.aspx

shared by iamlexus iamlexus on 02 Feb 10 - Cached
  • Despite a century of research that fails to support the efficacy of grade retention, the use of grade retention has increased over the past 25 years.  It is estimated that as many as 15% of American students are held back each year, and 30% - 50% of students in the US are retained at least once before ninth grade.  Furthermore, the highest retention rates are found among poor, minority, inner-city youth. Research indicates that neither grade retention nor social promotion is an effective strategy for improving educational success.  Evidence from research and practice highlights the importance of seeking alternatives that will promote social and cognitive competence of children and enhance educational outcomes
  • Some groups of children are more likely to be retained than others. Those at highest risk for retention are male; African American or Hispanic; have a late birthday, delayed development and/or attention problems; live in poverty or in a single-parent household; have parents with low educational attainment;  have parents that are less involved in their education; or have changed schools frequently.  Students who have behavior problems and display aggression or immaturity are more likely to be retained. Students with reading problems, including English Language Learners, are also more likely to be retained. 
  • While delayed entry and readiness classes may not hurt children in the short run, there is no evidence of a positive effect on either long-term school achievement or adjustment.  Furthermore, by adolescence, these early retention practices are predictive of numerous health and emotional risk factors, and associated deleterious outcomes. . Initial achievement gains may occur during the year the student is retained. However, the consistent trend across many research studies is that achievement gains decline within 2-3 years of retention, such that retained children either do no better or perform more poorly than similar groups of promoted children. This is true whether children are compared to same-grade peers or comparable students who were promoted. . The most notable academic deficit for retained students is in reading. . Children with the greatest number of academic, emotional, and behavioral problems are most likely to experience negative consequences of retention.  Subsequent academic and behavioral problems may result in the child being retained again.
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  • encourage  parents' involvement in their children's schools and education through frequent contact with teachers, supervision of homework, etc. . adopt age-appropriate and culturally sensitive instructional strategies that accelerate progress in all classrooms . emphasize the importance of early developmental programs and preschool programs to enhance language and social skills . incorporate systematic assessment strategies, including continuous progress monitoring and formative evaluation, to enable ongoing modification of instructional efforts . provide effective early reading programs . implement effective school-based mental health programs . use student support teams to assess and identify specific learning or behavior problems, design interventions to address those problems, and evaluate the efficacy of those interventions . use effective behavior management and cognitive behavior modification strategies to reduce classroom behavior problems . provide appropriate education services for children with educational disabilities, including collaboration between regular, remedial, and special education professionals . offer extended year, extended day , and summer school programs that focus on facilitating the development of academic skills . implement tutoring and mentoring programs with peer, cross-age, or adult tutors . incorporate comprehensive school-wide programs to promote the psychosocial and academic skills of all students . establish full-service schools to provide a community-based vehicle for the organization and delivery of educational, social and health services to meet the diverse needs of at-risk students. For children experiencing academic, emotional, or behavioral difficulties, neither grade retention nor social promotion is an effective remedy.  If educational professionals are committed to helping all children achieve academic success and reach their full potential, we must discard ineffective practices, such as grade retention and social promotion, in favor of "promotion plus" specific interventions designed to address the factors that place students at risk for school failure.  NASP encourages school psychologists to actively collaborate with other professionals and parents in their school districts to address the findings of educational research, and develop and implement effective alternatives to retention and social promotion.  Incorporating evidence-based interventions and instructional strategies into school policies and practices will enhance academic and social outcomes for all students
  • Neither repeating a grade nor merely moving on to the next grade provides students with the supports they need to improve academic and social skills.  Holding schools accountable for student progress requires effective intervention strategies that provide educational opportunities and assistance to promote the social and cognitive development of students. Recognizing the cumulative developmental effects on student success at school, both early interventions and follow-up strategies are emphasized.  Furthermore, in acknowledging the reciprocal influence of social and cognitive skills on academic success, effective interventions must be implemented to promote both social and cognitive competence of students.  NASP encourages school districts to consider a wide array of well-researched, evidence-based, effective, and responsible strategies in lieu of retention or social promotion (see Algozzine, Ysseldyke, and Elliott, 2002 for a discussion of research-based tactics for effective instruction; see Shinn, Walker, and Stoner, 2002 for a more extensive discussion of interventions for academic and behavior problems).
  • Retention does not appear to have a positive impact on self-esteem or overall school adjustment; however, retention is associated with significant increases in behavior problems as measured by behavior rating scales completed by teachers and parents, with problems becoming more pronounced as the child reaches adolescence. . Research examining the overall effects of 19 empirical studies conducted during the 1990s compared outcomes for students who were retained and matched comparison students who were promoted. Results indicate that grade retention had a negative impact on all areas of achievement (reading, math and language) and socio-emotional adjustment (peer relationships, self esteem, problem behaviors, and attendance).
  • Position Statement on Student Grade Retention and Social Promotion The increasing emphasis on educational standards and accountability has rekindled public and professional debate regarding the use of grade retention as an intervention to remedy academic deficits.  While some politicians, professionals, and organizations have called for an end to "social promotion," many states and districts have established promotion standards. 
  • The National Association of School Psychologists (NASP) promotes the use of interventions that are evidence-based and effective and discourages the use of practices which, though popular or widely accepted, are either not beneficial or are harmful to the welfare and educational attainment of America's children and youth. Given the frequent use of the ineffective practice of grade retention, NASP urges schools and parents to seek alternatives to retention that more effectively address the specific instructional needs of academic underachievers.
danielle spencer

Yoda on learning, "You must unlearn what you have learned." « Constructing Me... - 1 views

constructingmeaning.com/...-unlearn-what-you-have-learned

learning yoda blog constructing meaning rethinking education

shared by danielle spencer on 31 Mar 10 - Cached
  • headed
  • “You must unlearn, what you have learned.
  • rethink school and redefine the purpose and process
  • ...34 more annotations...
  • it still lags far
  • behind the ideas of those creating the technology we use
  • create learning environments in our classrooms that are predicated on where the “visionaries” see the reality of technology existing down the road.
  • we need to design them around the act of learning.
  • if we listen now, letting this discussion lead in the process of rethinking schools, we just might make a major leap forward.
  • “windows that you carry
  • “portable portals” will “remake both book publishing and Hollywood”
  • what are we doing to provide them process knowledge to creatively integrate new tools of this sort into their learning lives?
  • ‘universal book’
  • contextual innovation will not come from faster chips or wireless networks.
  • The weird thing about the iPad is that it has landed us 180 degrees from where we thought we were heading
  • apps, apps, apps
  • This vision is forming while we teach kids about folders and keeping their work organize
  • as discourse moves from the page to the networked screen, the social aspect of reading and writing move to the fore.
  • To succeed, publishers will have to embrace multimedia and community-building.
  • But that is what “IS” not what will “BE
  • are we taking those things that have been put in our hands (or at least could be) and designing spaces and opportunities to launch our students forward?
  • the power of a new form of hardware, the tablet:
  • Google believes that the operating system should be nearly invisible.
  • hrome-powered netbook
  • Web apps.’
  • what should school be
  • What should it look like?
  • What will we do when the open-source mindset hits the educational system full force?
  • had the freedom to develop ideas and interests without constraints will challenge a system that wants to categorize and organize them and then define their learning for them
  • rethinking school and discovering its purpose in our society today:
  • e learner at the center
  • students will decide what they want to learn; when, where, and with whom; and  they will learn by doing.
  • have we really made strides that would allow school to propel students along the trajectory suggested above?
  • 4. How do we keep the answers from 1 – 3 from becoming the entrenched status quo?
  • “unlearn what we have learned”
  • and start learning a whole new way
  • study, imagine, and move creativity and innovation forward;
  • to aggressively challenge each other and become the type of “critical collaborative” we ask our students to become in the classroom.
danielle spencer

21st Century Literacies - 1 views

www.ncte.org/...literacies

literacy 21stcenturyskills

shared by danielle spencer on 04 Jan 11 - Cached
  • As society and technology change, so does literacy.
  • Develop proficiency with the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi-media texts Attend to the ethical responsibilities required by these complex environments
  • ablished national standards for English language arts learners that anticipated the more sophisticated literacy skills and abilities required for full participation in a global, 21st century community. The selected standards, listed in the appendix, served as a clarion call for changes underway today in literacy education.Today, the NCTE definition of 21st century literacies makes it clear that further evolution of curriculum, assessment, and teaching practice itself is necessary.Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. As society and technology change, so does literacy. Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities, and social trajectories of individuals and groups. Twenty-first century readers and writers need to• Develop proficiency with the tools of technology• Build relationships with others to pose and solve problems collaboratively andcross-culturally• Design and share information for global communities to meet a variety ofpurposes• Manage, analyze, and synthesize multiple streams of simultaneousinformation• Create, critique, analyze, and evaluate multimedia texts• Attend to the ethical responsibilities required by these complex environmentsClick here for the complete framework. Document and Site Resources Page Tools: Email Print RSS Share This On: del.icio.us Digg Newsvine Google Yahoo Blogger Facebook Most Popular Articles Read Emailed Discussed Secondary Section Journals NCTE / IRA Standards for the English Language Arts Welcome to the College Section Elementary Section Related Search Terms display:
danielle spencer

Commons 2.0: Library Spaces Designed for Collaborative Learning (EDUCAUSE Quarterly) | ... - 0 views

www.educause.edu/...162265

lochearn

shared by danielle spencer on 10 Apr 11 - Cached
  • constructivist learning, a philosophy which asserts that real understanding and knowledge are constructed through personal experience and reflection rather than conveyed passively through a classroom lecture. Nancy Van Note Chism noted the "decenteredness" of collaborative learning spaces like the Commons 2.0. This model does away with the privileged position of the lecturer (the sage on the stage) and emphasizes "co-learning and co-construction of knowledge."2
danielle spencer

Lisa Nielsen: 6 Ways Technology Can Help Tuned-Out Students Tune In - 1 views

www.huffingtonpost.com/...chnology-can-hel_b_856237.html

shared by danielle spencer on 05 May 11 - No Cached
  • student rights and the freedom to learn using the tools they want,
  • master of classroom management in the days before the Internet, the environment has changed.
  • accountable interactivity.
  • ...2 more annotations...
  • Tweet relevant thoughts, ideas and links using a provided hashtag
  • give up some control and be part of a growing and successful trend in letting students own and design their learning
  • danielle spencer on 05 May 11
     
    "If your target audience isn't listening to you, it's not their fault, it's yours." -- Seth Godin
Kim W

Powered by Google Docs - 1 views

docs.google.com/gview

UDL lochearn

shared by Kim W on 10 Jul 11 - No Cached
  • Kim W on 10 Jul 11
     
    Innovate to Educate: System [Re]Design for Personalized Learning A Report From The 2010 Symposium
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