Group items tagged

"I want teachers to be able to, not only ask for and use an app, because someone else recommended it, but I want teachers equipped with the curiosity and the knowledge of: the value an app can bring to a learner (and being able to articulate the value) the connection from the app to curriculum content (and being able to demonstrate the depth of that connection) the possibilities the app can bring in order to amplify (take a look at a previous post: The Next Step: Amplification ) the difference of using an app to automate and substitute a task versus informate and transform (previous post: Enhancement-Automating-Transforming-Informating ) how to evaluate apps for their transformative potential?"

"direct my energy and attention on what worked, what went well, and what I feel was successful. I've discovered that this strategy is critical to build my emotional resilience. One of the only things in life that I have control over is how I tell my story -- how I interpret my experiences and make sense of them. If I create a story that is one of learning, growth, and empowerment, I feel better. So how are you telling the story of this school year? "

"How do we learn? What exactly do sleep and stress do to our brains? Why is multi-tasking a myth? Why is it so easy to forget-and so important to repeat new knowledge? Is it true that men and women have different brains? In Brain Rules, Dr. John Medina, a molecular biologist, shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work. In each chapter, he describes a brain rule-what scientists know for sure about how our brains work-and then offers transformative ideas for our daily lives. "

"The problem is not technical. Nor is it motivational. Nor is it moral. The problem inheres in your unreflective acceptance of assumptions and axioms that seem so obviously right, natural, and proper that to question them is to question your reality. Therefore, faced with failure after failure, having tried this, that, and almost everything else, you don't examine your bedrock assumptions. Instead, you come up with variations on past themes?now with more desperation and anger, but less hope."[8] As we work to bring about meaningful change in education, let us enlarge our focus beyond the externals --books, the curriculum, teaching methodologies, assessment. Only by including the internal processes through which those externals are filtered will we gain a more complete perspective -- one that holds great promise as we seek out new horizons for learning."

"Great resources released for our PARCC Educator Leader Cadre on the last day of our first convening:"