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"What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo

"Get your hashtags ready: Twitter is a far more effective source of CPD than more traditional approaches, research has found. Indeed, teachers believe they derive more from the 140 characters of a tweet than they do from several hours of seminars or lectures. Academics from two US universities surveyed 755 members of school staff about Twitter. They found that the most popular use of the social media website was for CPD, with many praising Twitter's advantages over more traditional methods. Twitter, many teachers told researchers, allowed them to create a virtual staffroom, filled entirely with their own choice of colleagues. Indeed, a middle school English teacher explained: "I have learned so much from other teachers. It has transformed my teaching. And this is my 18th year [in the profession].""

Insulat-Ed December 10, 2008 - 7:55 pm As the scope and quality of learning that can happen outside of institutional groups continues to increase, the educational hegemony of traditional schools continues to decrease. In Here Comes Everybody: The Power of Organizing Without Organizations, Clay Shirky writes, "Now that there is competition to traditional institutional forms for getting things done, those institutions will continue to exist, but their purchase on modern life will weaken as novel alternatives for group action arise."

"A nice infographic that helps to show some of the differences between personalized learning and traditional learning"

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The infographic is a great visual of the concepts discussed in the post. Simple ides.  It looks at the need for work at home in a different context. by taking some typical classroom activities (eg: the introduction of new material, demonstrating a procedure, etc.), and offering some alternatives to the traditional.

"You don't have to abandon the idea of book reports. You do need to be willing to go beyond the traditional and begin using current tools and ideas. What works for you?"

Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.

Something is missing from my classroom lately and I am quite happy to have seen it disappear. It is the traditional line at the teacher's desk formed by students awaiting feedback on a recently completed piece of writing. What has replaced this is our use of Google Docs and Slides as a tool for the collaborative development of ideas from initial thinking and strategising through to final editing and refinement. It has introduced a new workflow to the class that both streamlines the process of providing feedback, allows for greater detail and transforms the process into one that is richly collaborative.

As the post-PC era moves from interesting theory to cold, hard reality, one of the most pressing questions is: How can we use tablets, and especially the iPad, to help people learn?

i wonder if anyone actually reads anymore? plenty of evidence in these 100 articles why innovation based on CoPs, edupreneurs, outputs, valuing behaviour change we want to see and student centred GBL pull learning not course inputs, packaged content, event based TPL, 2005 ala 2nd life, push teaching and traditional boring LMS use will see some projects fly and others crash and burn. Also reinforces why fundamentally old thinking will fail if you just put lipstick on the e-pig and call it innovative.

An article by Patrick Carman where he discusses how to get kids reading again - we should be creating books for every kind of reader-traditional, ultra-wired, and everything in between. "I've heard the same statement in one form or another from hundreds of different teachers and librarians when they talk about the emergence of multimedia books: kids who weren't reading are reading again. They're coming back."

"According to Churches on his wiki Edorigami, "Bloom's Revised Taxonomy describes many traditional classroom practices, behaviours and actions, but does not account for the new processes and actions associated with Web 2.0 technologies …" This means the revised Digital Taxonomy verbs listed below are applicable to you facilitating technology use in the modern classrooms. We hope you find this infographic of Bloom's Digital Taxonomy verbs useful in your classroom practices. Please feel free to share it with colleagues you feel may benefit from having a list of taxonomy verbs!"

"CommonSense Media blog post introducing Lesson Flows, Darri Stephens shares that the framework redefines the traditional lesson plan by integrating digital learning tools and content with pedagogical intent. Quite simply, you can discover tools on Graphite and then align them to each part of your lesson -- the hook, direct instruction, guided practice, independent practice, and wrap-up -- thinking with purpose about your lesson redesign. Lesson Flows are excellent tools for teacher librarians to use as they design technology-rich collaborative projects with classroom teachers."

"CommonSense Media blog post introducing Lesson Flows, Darri Stephens shares that the framework redefines the traditional lesson plan by integrating digital learning tools and content with pedagogical intent. Quite simply, you can discover tools on Graphite and then align them to each part of your lesson -- the hook, direct instruction, guided practice, independent practice, and wrap-up -- thinking with purpose about your lesson redesign. Lesson Flows are excellent tools for teacher librarians to use as they design technology-rich collaborative projects with classroom teachers."

An increasingly significant aspect of literacy is an awareness of the visual elements that fall beyond the traditional components of written text. Termed 'Visual Literacy' this is the ability to read and create communications that use visual elements. It combines the skills of traditional literacy with knowledge of design, art, graphic arts, media and human perception. It takes literacy further beyond a decoding of text to a decoding of the complete package around the communication.

traditional notions of education are not coping with the content explosion generated by the rise of the knowledge economy

Researchers have begun to understand more about the situations in which students learn best, they have found that "the structure and resources of traditional classrooms" are often inadequate and that "technology - when used effectively - can enable ways of teaching that are much better matched to how children learn"

The content and technology are continually changing. This article reminds us that learners are also changing. For the past decade, faculty who won awards for teaching expressed concern that they could no longer hold the attention of their students. John Seely Brown, Chief Scientist at Xerox and director of its Palo Alto Research Center, hired 15 year olds to design future work environments and learning environments. He observed that the students did not conform to the traditional image of learners as permissive sponges. It requires us to rethink and redesign education for the Digital Age.

"Most people think of online learning as a quiet, solitary experience. But over the past few months, after interviewing students, parents, and educators, a different sort of picture has emerged. We've learned about who teaches and learns online, and why, what works and what doesn't, and perhaps most importantly, whether online learning affords the same quality of education as that of traditional schools."