Skip to main content

Home/ MVU-MyBlend Social Media/ Group items tagged stories

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
David Goodrich

The Trailer for "Look! I'm Learning" - A Story of Digital Learning Success - 2 views

www.lookimlearning.org/trailer

stories dave work in progress

shared by David Goodrich on 30 Jan 14 - No Cached
  • Look, I'm Learning is a feature-length, documentary film about a new revolution led by kids. To promote the value of technology in education, noted documentary director and producer Allyson Rockwell is partnering with school teachers and education leaders in Michigan to produce a film that tells the inspirational story of a Ludington, Michigan technology pilot program and its impact on the students and community.
    • David Goodrich
      David Goodrich on 30 Jan 14
       
      Blog Post Draft: Reflection on the "Look I'm Learning" Documentary Trailer - Google Drive http://goo.gl/hEeNE9
jjgerlach

TEDxEastsidePrep - Dr. Tae - Can Skateboarding Save Our Schools? - YouTube - 0 views

www.youtube.com/watch

jeff work in progress stories customized learning personalized learning

shared by jjgerlach on 03 Feb 14 - No Cached
  • jjgerlach on 03 Feb 14
David Goodrich

Stories (General Discussion Area) - 4 views

Second hand accounts (either mvu writing, or pre-existing report elsewhere in internet land that we couch within our own blog post to facilitate discussion)

stories

started by David Goodrich on 29 Jan 14 no follow-up yet
David Goodrich

How one school turned homework on its head with 'flipped' instruction | PBS NewsHour - 1 views

www.pbs.org/...ipped-classroom-look-like.html

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
  • ...10 more comments...
  • David Goodrich on 29 Jan 14
  • David Goodrich on 29 Jan 14
  • David Goodrich on 29 Jan 14
  • David Goodrich on 29 Jan 14
  • David Goodrich on 29 Jan 14
  • David Goodrich on 29 Jan 14
  • David Goodrich on 29 Jan 14
  • David Goodrich on 30 Jan 14
     
    Jeff mentioned that it would be really nice to do a visit of these schools and dig into the ways they are personalizing/customizing the learning for the purpose of learner engagement and achievement. It sounds like a good idea to me.
  • David Goodrich on 30 Jan 14
  • jjgerlach on 30 Jan 14
     
    Per conversation with Dave and Jamie this morning, I'm skeptical if these "flipped" classes/schools are truly blended in a personal/customized way. If you just flip where homework is done and everybody stays in lock step, it might better serve the kids that they get more 1:1 help in class, but are they truly personalizing the experience for kids with regards to multiple representations and control of time/place/scope of learning? Simply shifting lectures to videos doesn't seem customized to me.
  • jjgerlach on 30 Jan 14
     
    To follow up, I'd like to visit these kinds of situations to witness what the f2f environment "looks" and tap students brains a bit to see how it's working for them.
  • David Goodrich on 03 Feb 14
jjgerlach

Grade Extinction: a case for disassociating learning achievement with numbers/letters |... - 1 views

starrsackstein.com/...chievement-with-numbersletters

stories customized work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • Justice is an ideal that creates conflict within me when it comes to setting deadlines and accepting late work – a mixed bag of values contradicting each other. Student A works hard, meets deadlines and standards – deserves, wait no, strike that, earns an A. (An arbitrary letter I assign that means something different, and probably does, everywhere else.) Student B, completely capable, doesn’t like to play the game turns in an extraordinary paper, two weeks late, doesn’t follow all of the directions, but clearly gets the concept and exhibits tremendous chops in the skills department. What does this child “deserve”?
  • jjgerlach on 29 Jan 14
  • David Goodrich on 30 Jan 14
     
    Gave you some comments on this just now. Good stuff, bro. Keep it up.
David Goodrich

Connected Educator Series - 0 views

www.remc.org/...connectededucator

resources

shared by David Goodrich on 26 Jan 14 - No Cached
  • David Goodrich on 26 Jan 14
     
    Here is an example of story telling via video that is Michigan-focussed while using boring web-design techniques. We can do better.
David Goodrich

http://www.compasslearning.com/files/michigan_school_uses_technology_to_improve_math_sc... - 1 views

www.compasslearning.com/...ogy_to_improve_math_scores.pdf

stories

shared by David Goodrich on 26 Jan 14 - No Cached
  • David Goodrich on 26 Jan 14
     
    More formal case studies for the strategic minded leaders we partner with.
David Goodrich

Starbucks Mug Project | Blend My Learning - 1 views

www.blendmylearning.com/...starbucks-mug-project

stories

shared by David Goodrich on 26 Jan 14 - No Cached
  • David Goodrich on 26 Jan 14
     
    Example of a blog post focussed on learning in a math course rather than technology:
David Goodrich

Thinking about scale up and growth. When is the right time? | Blend My Learning - 2 views

www.blendmylearning.com/...-growth-when-is-the-right-time

stories blog dave finished

shared by David Goodrich on 29 Jan 14 - No Cached
  • So, naturally, at this time of year I find myself deeply involved in the challenge of figuring out what programs to expand? Where should these programs be expanded to? How do we finance this growth? What other organizational goals and objectives will support blended learning program expansions? What professional development is needed to expand these programs successfully?
  • There were some major changes to the accountability measures that will be implemented – California is piloting Smarter Balanced Assessments of Common Core State Standards – and, consequently, we needed to revamp our internal benchmark measures as well as our curriculum.
  • The technology has enabled teachers to monitor student’s proficiency of discreet skills and provide personalized and targeted assignments so that fluency is not a barrier to developing conceptual understanding.
  • ...7 more annotations...
  • Not having the technology on day 1, has long lasting ramifications.
  • However, if the technology is not ready and relatively glitch free by opening day, it is not exactly confidence inspiring. And this loss of personal capital can leave a lasting impression. At the very least, it is vital that the technology staff and decision makers have a physical presence and make sure that the teachers feel 150% supported when the technology finally arrives.
  • We decided, for example, that each teacher would have a class set of Chromebooks. The teachers preferred this method of organization to some of the other proposals – e.g. each student having their own to use throughout the day – and so far this has been a huge success. Each teacher has developed a system within his or her classroom that works with the rest of his or her routines, and there has been very little breakage and zero theft.
  • This pilot also provided our tech department with some important data about our wireless infrastructure and what our schools would need in order to function in a 1 – to – 1 fashion moving forward. This is huge. I have heard of schools rolling out new 1 –to – 1 programs without this information causing the system to totally crashed, and then staff and teachers are disheartened and so on. We hope that through incremental expansion and close monitoring we can avoid this pitfall.
  • people need to learn things through experiencing the change, through making their own mistakes, and through adapting.
  • it is important to have some one, or a team, to manage the chaos, someone to say “we have been here before and this is what we said we would do should we find ourselves here again.”
  • It is important to have strong leaders in favor of this growth. Whether this be principals, superintendents or even teacher leaders, these decisions cannot be made only in an office. These decisions must be made by hearing all of the voices, hearing people’s fears and their excitement, and with an honest recognition that what worked well in on classroom or at one school, may work well at another and most certainly will end up looking at least a little bit different.
  • David Goodrich on 30 Jan 14
     
    Blog Post Draft: Asking Questions about Blended Learning? - Google Drive http://goo.gl/NRCyH2
David Goodrich

Blended Learning in Early Elementary at Utica Community Schools - Digital Promise - 0 views

www.digitalpromise.org/ica-community-schools-michigan

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
    " "
David Goodrich

Blended Learning Is Not Just a Charter School Phenomenon: Lessons Learned at the 2014 E... - 0 views

www.blendmylearning.com/...ducation-innovation-fellowship

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
    "Nineteen of D.C.'s strongest public and public charter school teachers gathered in a small conference room at the Microsoft Policy Center in downtown Washington, D.C. to kick off the second year of the Education Innovation Fellowship (EIF)-a program designed to introduce D.C. teachers "to the most promising innovations in blended learning."  I'm joining the cohort this year as the curator of knowledge to document the Fellowship experience through video and writing. "
jjgerlach

The biggest lesson from the flipped classroom may not be about math - Casting Out Nines... - 1 views

chronicle.com/...lassroom-may-not-be-about-math

stories work in progress jeff

shared by jjgerlach on 29 Jan 14 - No Cached
  • The brain is an excellent tool for processing information but a terrible one for storing information.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      I wonder what Willingham would say about this comment?
  • As a result, the #1 negative comment about the class so far from student is having to “remember several different websites” for their work – which in fact is not the case, as there’s one website that puts all the resources and assignments within three clicks of each other. But in their minds, it’s not one project but half a dozen disconnected tasks. So one of the things that the calculus course has been about this semester is how to manage complex information – not only in mathematics but in life.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      This screams digital literacy to me. Reading across multiple domains as a cohesive whole is not an innate ability. Even at the college level this is not something that is built into everyone. I feel that the instructor has the responsibility to scaffold this kind of work-flow. Do your best to make all of these "disconnected tasks" in different domains, appear as one. And when you do test students to venture into domains that look different or unfamiliar... prepare them for it. Assuming that all students come in with prior skills is foolish, and I'm glad that he's realized it. But the way he talks about it makes it seem as if it's the students' issue, not his. This doesn't bode well for accessibility.
  • some students have legitimate pathological issues with keeping up with information. For example, if there is a student somewhere on the autism spectrum, following directions can be a serious issue. But at the same time, the flipped class puts that student in control of the stream of information for the class, so there is an interesting and complicated tradeoff that takes place with students having some form of learning disability in the flipped classroom.
    • jjgerlach
      jjgerlach on 30 Jan 14
       
      "Keeping Up" seems like a one pace fits all statement. In a personalized environment, students have more control over pace than this. Has he considered the possibility that students some students are not procrastinating; but instead are struggling or revisiting or diving into more detail than his envisioned student might? Do stern directions make sense in a blended environment, or do guidelines and suggestions fit better? Might be a semantic argument. Do students really have multiple representations of the information to interact with or is it all video lecture/tutorial? I keep re-reading this section, trying to understand what he's trying to say about students with learning disabilities in the flipped classroom. Especially the autism spectrum comment. Through personal experience, it is impossible to predict the path that any student will take in an online environment regardless of learning disability. Anyone have any thoughts on what he is trying to communicate?
David Goodrich

Kenowa Hills teacher becoming expert in 'flipped classroom' concept | MLive.com - 1 views

www.mlive.com/...a_hills_teacher_quickly_b.html

stories

shared by David Goodrich on 29 Jan 14 - No Cached
  • David Goodrich on 29 Jan 14
     
    Delia Bush
David Goodrich

Good things happening in my world of "flipping"! | smithsciencegms - 0 views

smithsciencegms.wordpress.com/...pening-in-my-world-of-flipping

stories

shared by David Goodrich on 30 Jan 14 - No Cached
  • Be aware of the length of the video.  Kids have a short attention span.  A golden rule is to try and keep your video under 8 minutes.  The video I submitted was 7:40.  If you have  a lot to cover, don’t be afraid of making a Part 1 and Part 2.
  • Be creative with your content.  Keep it relateable and apply it to real world interactions.
David Goodrich

TLC Campstone - YouTube - 1 views

www.youtube.com/watch

stories

shared by David Goodrich on 30 Jan 14 - No Cached
  • David Goodrich on 30 Jan 14
     
    I am not yet sure who this instructor is who is presenting, but they seemed to have had some good pedagogy behind what they were doing in building their blended environment with ID in mind.
  • David Goodrich on 30 Jan 14
     
    I also like the emphasis on continual improvement, the honesty about the time it takes to plan really well, and her key insights for other instructors who are just beginning to think about venturing into a blended learning environment development.
jjgerlach

'Flexible' Classrooms: Blended Learning 2.0? - Education Week - 4 views

www.edweek.org/...19el-rotation-side.h33.html

stories

shared by jjgerlach on 23 Jan 14 - No Cached
  • jjgerlach on 23 Jan 14
     
    There is no specific technology tools discussed in this article beyond "computers", but I think it is a good example of the writing style that our blogs could take on in that it gives a snapshot of what this classroom "looks" like. In our blogs we can go into specifics about how "flexibility" and customization can be brought to the F2F environment via teacher's workbench interventions.
1 - 20 of 46 Next › Last »
Showing 20▼ items per page