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Nancy Jones

The Dos and Don'ts of Tech Integration PD | Edutopia - 0 views

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    f all the initiatives a school can begin, integrating technology may require the most professional development. This is partly because of the equipment, hardware, and software involved and partly because of the shift that a teacher must make in his or her teaching style, technique, and planning process in order to effectively use technology in the classroom.
Nancy Jones

Children of the Storm Revisited - Video Feature - NYTimes.com - 0 views

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    A follow up on the 5th anniversary of a photo essay . Since my book club is reading Zeibuen by Dave Eggers, I think it has a nice connection. In addition, I would love to put something together on this as it could be a great real life integrated unit.
Nancy Jones

A Teen Eye for Design | Fast Company - 0 views

  • tests measuring creativity have been steadily declining since 1990
  • creating furniture for the classroom of the future
  • It became part of math class, where students studied ratios and proportion; science, where they investigated materials; and English, where they worked on their presentations. "The theory is, if you have deep learning, you have more hooks to attach new learning onto,
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  • I had no idea, for example, that a locker was so important, both psychologically and for efficiency. And the idea that they need to fidget to concentrate is really key."
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    Interesting results from an integration projecte with middle schoolers invovling classroom design.
Nancy Jones

Progressive Education - 0 views

  • the student’s task in such classrooms is “comprehending how the teacher has integrated or applied the ideas… and [then] reconstruct[ing] the teacher’s thinking.”
  • f your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
  • projects in which they took a high degree of initiative
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  • It took me years to realize [that my] classroom was all about me, not about the kids. It was about teaching, not about learning.”
  • they may be impressed by the wrong things, reassured by signs of traditionalism — letter grades, spelling quizzes, heavy textbooks, a teacher in firm control of the classroom — and unnerved by their absence
  • homework assigned only when it’s absolutely necessary to extend and enrich a lesson, or is it assigned on a regular basis (as in a traditional school)?  If homework is given, are the assignments predicated on – and justified by -- a behaviorist model of “reinforcing” what they were taught – or do they truly deepen students’ understanding of, and engagement with, ideas?  How much of a role do the students play in making decisions about homework?
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    from independent schools magazine Spring 2008
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