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Melissa Seifman

When Young Teachers Go Wild on the Web - 0 views

www.washingtonpost.com/...AR2008042702213_pf.html

socialnetworking teachers privacy

shared by Melissa Seifman on 18 Nov 08 - Cached
  • Do the risque pages matter if teacher performance is not hindered and if students, parents and school officials don't see them? At what point are these young teachers judged by the standards for public officials?
    • Melissa Seifman
      Melissa Seifman on 18 Nov 08
       
      I think this is a valid question to ask, especially if the school is developing a policy to cover use of social networking if their school is represented
  • "I know that employers will look at that page, and I need to be more careful," said Webster, adding that other Prince William teachers have warned her about her page. "At the same time, my work and social lives are completely separate. I just feel they shouldn't take it seriously. I am young. I just turned 22."
    • Melissa Seifman
      Melissa Seifman on 18 Nov 08
       
      Hmm... then the wise decision would be to have a work and a social site that are also completely separate....
  • Local school officials say they have no policies concerning social networking pages or blogs kept by teachers. But they said that online improprieties would fall under general guidelines requiring proper behavior in and outside school and that sketchy Web sites would be handled case by case.
    • Melissa Seifman
      Melissa Seifman on 18 Nov 08
       
      I'm not sure that's enough. In this new digital age, the virtual identies established by social networking sites, gaming sites, and so one, should conform to some kind of code of conduct established by the school - similar to the code of conduct established by IMB at http://domino.research.ibm.com/comm/research_projects.nsf/pages/virtualworlds.IBMVirtualWorldGuidelines.html. I think each school should be including something similar in their guidelines for both teachers and students, especially if their school is going to be mentioned in any way on these sites...
  • ...1 more annotation...
  • Teachers caught with inappropriate Web sites could get a suspension for a first-time offense, said Michael Simpson, assistant general counsel for the National Education Association, a teachers union with more than 3 million members. If they can prove that no one at school complained about the page, then they might prevail in a personnel dispute "because there would be no evidence of any real or potential harm to the students or school," he said.
    • Melissa Seifman
      Melissa Seifman on 18 Nov 08
       
      If they can prove no one complained about the page then they MIGHT prevail in a personnel dispute. Again, I go back to my previous comment - clarify the policies for what is appropriate/inappropriate in this new digital age. Teachers are people who are entitled to a social life - if their social life in no way references the school, workplace, job, etc. - why hold them accountable? And - if the teacher truly feels that posting such things on their social site is acceptable, then they should be very careful to make that site private or someone keep others from clearly recognizing the teacher as associated with that school..
  • Melissa Seifman on 18 Nov 08
     
    Interesting read for this new virtual world. What are your comments?
Melissa Seifman

2¢ Worth » What Does a 21st Century School Look Like? - 0 views

davidwarlick.com/2cents

21stCenturySchools

shared by Melissa Seifman on 14 Jan 09 - Cached
  • The central theme of our BBQ flavored conversation was t he challenge of getting reluctant teachers to buy in to the spirit and practice of a 21st century school.  Since the principal was at the table, I suggested that the use of digital networked content be part of the evaluation expectations for teachers, and that it needed to go much MUCH deeper than just saying, “We want you to do one technology-infused unit this year.”  I suggested that all relics of learning and teaching that are shared, must be digital.
    • Melissa Seifman
      Melissa Seifman on 14 Jan 09
       
      I totally agree. A 21st century school, and instructors integrate real technology into their lessons. It is no longer sufficient to call a lesson with internet research and use of powerpoint or other office tools a "technology" lesson.
  • Libraries will be filled with computers or Kindles rather than books. It will be hard to find the teachers since the students will be directing their own education
    • Melissa Seifman
      Melissa Seifman on 14 Jan 09
       
      Yes! Students having a buy in to what they are learning...Librarys that are no longer book and magazine repositories, but rich media centers with many different real technologies available... We'll just forget the part about.. *cough* funding the technology...
  • They will also need to dedicate much time to responding to discussion forums, occasional synchronous chat sessions, grading projects, and maintaining their online classrooms.
    • Melissa Seifman
      Melissa Seifman on 14 Jan 09
       
      Online classrooms are a must I think.. Today's students are to be much more interested and engaged by online learning environments than traditional text-book/lecture based ones because they have literally grown up in it. Their way of thinking has changed.
  • ...3 more annotations...
  • Students would be working, but in the same spirit of the work they engage in when playing many of the video games that they spend time with. Their work would be such that they are constantly asking questions, and are in constant need of information and collaborative arrangements for inventing solutions
  • When the community looks at the school, they see learning — not a school.
    • Melissa Seifman
      Melissa Seifman on 14 Jan 09
       
      I especially love the last quote of this highlight - when the community looks at a school, they see learning - not a school. Communities need to be able to be just as activily involved..
  • Students don’t think of 21century learning - they live it
Charles Brads

Using Challenging Concepts To Learn Promotes Understanding Of New Material - 0 views

www.sciencedaily.com/...081201105702.htm

education

shared by Charles Brads on 05 Dec 08 - Cached
  • Charles Brads on 05 Dec 08
     
    While most teachers progress from easier topics to more advanced ones, that may not always be the best approach, according to a new study.
Charles Brads

Educational Leadership:Giving Students Ownership of Learning:Springing into Active Lear... - 0 views

www.ascd.org/...ging_into_Active_Learning.aspx

learning education

shared by Charles Brads on 25 Nov 08 - Cached
  • Belief 1: The rules of a classroom and a content area are based on what the teacher wants.
  • Belief 2: What the teacher wants me to say is more important than what I want to say.
  • Belief 3: The point of an assignment is to get it done.
  • ...11 more annotations...
  • Belief 4: Once an assignment is finished, it's off the to-do list.
  • Belief 5: If I make a mistake, my job is to replace it with the right answer.
  • Belief 6: I feel proud of my work only if I receive a good grade.
  • Belief 7: Speed is synonymous with intelligence.
  • Belief 8: Once I get too far behind, I can never catch up.
  • Belief 9: What I'm learning in school doesn't have much to do with my life—but it isn't supposed to—it's school.
  • To what extent do the classroom rules encourage the "neatness" of compliant behavior instead of the inherent messiness of engagement?
  • To what extent do scoring tools over-reward students for packaging their work and underreward the quality of thinking?
  • To what extent do school staff members "save" students from having to struggle?
  • To what extent do students revise work?
  • To what extent has the pace of the curriculum compromised the opportunity to go more deeply into the discipline?
  • Charles Brads on 25 Nov 08
     
    How students' beliefs work against active learning.
Melissa Seifman

Interactivate: Stopwatch - 0 views

www.shodor.org/...Stopwatch

educationaltools

shared by Melissa Seifman on 12 Mar 09 - Cached
  • Melissa Seifman on 12 Mar 09
     
    Stopwatch and timer designed for whiteboard
  • Melissa Seifman on 13 Mar 09
     
    A perfect way to count up, count down, record times, and include a buzzer. You can change the size of the numbers and otherwise play with it. If you are an elementary teacher, lesson plans are included for learning to use a stopwatch, and even connects with three different mathematical textbooks. A perfect way to count up, count down, record times, and include a buzzer. You can change the size of the numbers and otherwise play with it. If you are an elementary teacher, lesson plans are included for learning to use a stopwatch, and even connects with three different mathematical textbooks.
Melissa Seifman

Thoughts on Assessment | blog of proximal development - 0 views

www.teachandlearn.ca/...thoughts-on-assessment

Literacy

shared by Melissa Seifman on 06 Mar 09 - Cached
  • The student participants in my study engaged in writing and reading through a variety of complex and rich interactions. They posted their own work on their blogs, commented on the work of their peers, linked to each other’s work, and initiated numerous conversations in the class blogosphere.
  • the students would not respond well to a teacher who enters the class blogosphere only to assign work or to evaluate their writing.
  • Only two days after I asked the students to compose a written response to the work we had covered, they began to use their blogs not only to brainstorm but also to request feedback from their peers and engage them in discussions about the work they were doing for this assignment
  • ...2 more annotations...
  • - the students had turned to the community of their peers to request feedback. Then, I realized that none of the children asked me for feedback. It didn’t take long to realize that, a) they didn’t see me as a contributor in the community, and b) they associated me with corrections and grades.
  • . But this experience helped me realize that we don’t spend enough time providing feedback for our students and that most of what teachers consider teaching and assessment consists of marking and correcting student work. This kind of practice does not engage our students in those rich interactive processes of talking about their work and their ideas.
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