e or in chunks, for multi-ste
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Lesson Planning: The Missing Link in e-Learning Course Design by Vince Cyboran: Page 2 ... - 1 views
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I love how this article gives examples of rhetoric to use in a variety of settings. It reminds me of my days in insurance...I had a CEO who loved hiring former educators for the marketing team because he thought they were well equipped to break down big ideas and explain them to anyone.
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I've had trouble designing chunks - maybe this online teaching can help me with this. This article (and several examples I've looked at) lead me to believe this.
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This is really helpful & is probably how I will need to go about doing this. It might help me ensure that I use a variety of Blooms levels as requested by our administration when we use online teaching and resources. Our principal is always saying, "Watch your Bloom's!" and I've struggled with how higher levels of thinking can be tapped in this format.
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“Rapid,” not “Rushed.
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I'm not a fan of this corporate approach, and although the article really is trying to connect it to education, I'm still having trouble tying the two together. (But I probably shouldn't get hung up on it.)
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Implementation in Advocacy/Guidanace/Post-Secondary Preparation (Articles) - 0 views
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a program for our seniors to explore their interests, passions, and possible career options during the two quarters before graduation. Each of the four years has a central theme around which we build curriculums, and “risk” is appropriate for the graduation year, one that culminates in personal achievement and plans for the future.
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I love this! We have a responsibility to help EVERY student make an informed decision about their life after high school, and this particular school has created a purposeful, strategic plan for their system in helping students be confident and competent about what happens after graduation.
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Authentic choices cannot exist without some degree of risk.
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This reminds me of the "zone of proximal development" - that zone where learning occurs, where it's not "easy." Rather, it's challenging AND doable. It takes risk... an ACTIVE risk to move forward and tackle whatever challenge is in front of you. Experiencing risk is how we empower students for their future.
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In such moments, teaching becomes a deeply reciprocal process by which we decide to learn not just from but with the students, embracing the risks that accompany students developing as independent thinkers and informed risk takers (K. Schultz, 2003). Moreover, when we offer choice, we model risk taking for them and demonstrate problem-solving skills, such as how to thoughtfully navigate uncertainty and address unforeseen obstacles.
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This paragraph nicely captures the desired role of the teacher in order for our students to be empowered in their learning, while also developing a positive student/teacher relationship grounded as partners in learning.
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Many teachers and administrators realize that online courses and programs can offer a different kind of learning environment, take advantage of true personalization, and challenge students to achieve at the levels at which they are capable. As one educator says: “Because of the e-learning aspect of our credit-recovery program, it also seems that have changed their attitudes toward credit recovery. They realize that credit recovery is not all worksheets, repetition and drudgery; it also means relearning the standards in engaging and interesting formats with lots of visuals and graphics to help students learn.”
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So, whether it's online or face-to-face, it's 1) what we're asking students to do, and, 2) believing they can do it that makes a difference. They need higher cognitive learning experiences (i.e. Revised Blooms Taxonomy) and engaging activities that connect with who they are as individuals. If we truly believe they can be successful, then we'll put things into place to engage them. In other words, it's our collective efficacy that sets the stage for online learning AND face-to-face learning.
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Stands up for student rights and concerns.
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This is such an important role for the principal (or any adult working with the classroom teacher). Sometimes, students don't know how to advocate for themselves, or they are in a situation where an adult needs to intervene. By partnering with the classroom teacher in an instructional coaching role, the principal can provide support that will ultimately benefit the student. In other words, when teachers are learning at high levels, students learn at high levels.
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learning plans starting from student interest, and the skills and knowledge a student has.
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This makes sense because we are starting with the student's strengths and interests instead of what gaps exist. It's focusing on what the student CAN do, not can't.
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The concept of LTIs goes hand in hand with developing learning plans and portfolios for post high school goals, whether it’s college, vocational school, apprenticeships or directly to work. From working on their learning plans, each student will have a portfolio that allows him or her to customize all of their experiences for application to each college or work situation.
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Words that come to mind as I read this paragraph are authentic, future, real, and personalized.
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