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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 0 views

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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
Steve Madsen

Best Practices in Virtual Worlds Teaching Guide 2.0 now available - 1 views

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    "ur Best Practices in Virtual Worlds Teaching Guide produced by University of Derby and Aston University in collaboration and funding from the Higher Education Academy Psychology Network and JISC is now available in soft and hard copy. The guide features tips and advice on setting up Teaching in virtual worlds using problem-based learning methods. It's designed primarily for those Teaching Psychology, humanities and the social sciences but will be useful to anyone starting out Teaching using virtual worlds. "
Tony Searl

NZ Interface Magazine | If you can't use technology get out of teaching! - 12 views

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    Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.
Rhondda Powling

Reading Australia - Home - 2 views

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    Reading Australia has been developed by the Copyright Agency and aims to make significant Australian literary works more readily available for teaching in schools and universities. These works are supplemented with online teacher resources and essays by popular authors about the enduring relevance of the works. There is a list of titles (download as a PDF). These titles have been selected by the Australian Society of Authors' (ASA) Council. They were asked to select works they thought students and others should encounter, to give a view of Australia's rich cultural identity: works that would tell Australia's history and also how we are currently developing as a nation. The ASA Council are adamant that this list should be merely the beginning, and it should be built upon with other works that have already been published, as well as the great new works that continue to be published in Australia. There is a wide range of teacher resources available (PDF) for Primary and Secondary school teachers and all of these teacher resources include classroom activities, assessments and links to the Australian Curriculum. In addition, many of the Secondary resources include an introductory essay on the text written by high profile writers. The Primary level resources have been commissioned by the Primary English teaching Association of Australia and the Australian Literacy Educators' Association, and the resources for Secondary level have been jointly commissioned by the Australian Association for the teaching of English and the English Teachers Association NSW."
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    Reading Australia has been developed by the Copyright Agency and aims to make significant Australian literary works more readily available for teaching in schools and universities. These works are supplemented with online teacher resources and essays by popular authors about the enduring relevance of the works. There is a list of titles (download as a PDF). These titles have been selected by the Australian Society of Authors' (ASA) Council. They were asked to select works they thought students and others should encounter, to give a view of Australia's rich cultural identity: works that would tell Australia's history and also how we are currently developing as a nation. The ASA Council are adamant that this list should be merely the beginning, and it should be built upon with other works that have already been published, as well as the great new works that continue to be published in Australia. There is a wide range of teacher resources available (PDF) for Primary and Secondary school teachers and all of these teacher resources include classroom activities, assessments and links to the Australian Curriculum. In addition, many of the Secondary resources include an introductory essay on the text written by high profile writers. The Primary level resources have been commissioned by the Primary English teaching Association of Australia and the Australian Literacy Educators' Association, and the resources for Secondary level have been jointly commissioned by the Australian Association for the teaching of English and the English Teachers Association NSW."
Kerry J

ScienceDirect - Computers & Education : Why are faculty members not teaching blended courses? Insights from faculty members - 1 views

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    This paper describes the findings of an exploratory, qualitative case study and examines problems and impediments faculty members encountered in blended learning environments in Turkish Higher Education system. A total of 117 faculty members from 4 universities responded to 8 interview questions. Findings were based on content analyses of interview transcripts. The results show that faculty members' problems with blended teaching resulted in the identification of three inductive categories: instructional processes, community concerns and technical issues. The eight themes emerged from these three categories include the following: (1) complexity of the instruction, (2) lack of planning and organization, (3) lack of effective communication, (4) need for more time, (5) lack of institutional support, (6) changing roles, (7) difficulty of adoption to new technologies and (8) lack of electronic means. This study indicates that teaching blended courses can be highly complex and have different teaching patterns, which, in turn, impacts successful implementation of the blended college courses.
Helen Otway

Welcome to Teaching Australia - 1 views

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    Teaching Australia has been established as the national body for the Teaching profession, encompassing the professional practice of Teaching and school leadership in all settings, sectors and jurisdictions
Nigel Robertson

Towards a new definition of research led teaching and learning - at VUW - 0 views

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    Iinterweaving three approaches - Research-led Teaching, Inquiry-based Learning, and Research on Teaching and Learning - into one distinctive model called Research-led Learning & Teaching (RLT).
Rhondda Powling

Mapping Tool - Teaching Latitude and Longitude - 14 views

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    Great teaching tools for teaching map skills and more. Also offers teaching Tools link for activities across all content areas. The Reading Room is another good link.
Roland Gesthuizen

The National Literacy and Numeracy Evidence Base - teach learn share - Welcome to the Teach, Learn, Share Database - 2 views

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    The Teach, Learn, Share database is a national platform where educators and systems can share their effective approaches to literacy and numeracy teaching and learning in Australia. Once established, the Teach, Learn, Share database will be the 'go-to' site for information about effective literacy and numeracy strategies for individual teachers, schools, systems and the wider education community. The database will include descriptions of successful literacy and numeracy initiatives in a diverse range of school settings, capacity for targeted searching and links to relevant and appropriate research in the areas of literacy and numeracy.
Nigel Coutts

Why do we teach? - The Learner's Way - 0 views

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    Only those who have taught a class for a year, who have struggled with the challenges faced by students and who have shared in the moments of success will truly understand why we teach. Maybe that is why we seek out opportunities to gather and share what we do, to spend even a Saturday in the company of those who "get" what it is that we do and why we do it. Teaching is a beautiful thing to be a part. 
Rhondda Powling

When We All Teach Text Structures, Everyone Wins | Cult of Pedagogy - 6 views

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    How to teach text structures for better reading comprehension and improved retention. Teachers of history, science, and other subjects are now expected to weave literacy instruction into their teaching of content. But how should they do that? What are the most effective ways to help students learn to read challenging content-area texts? This article breaks down the research behind explicit teaching of text structures and includes a video that shows how to do it (Great for content-area literacy)
Tania Sheko

Teaching Online Reading Habits | Kevin's Meandering Mind - 9 views

  • Like many of you, I talk to my students about authenticity of content — to be critical readers online — but I don’t often guide them through how to read a webpage or a multimedia document.
  • I don’t make the same assumptions when it comes to thinking about theme and character development and point of view when it comes to our novels? Why don’t I do the same for the world where they spend most of their time — the online space?
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    An interesting post about the need to teach students how to read a webpage or multimedia document. Interesting that we teach them how to evaluate the authenticity of web content but not how to read a web page.
anonymous

Education 2.0? Designing the web for teaching and learning. A Commentary by the Technology Enhanced Learning phase of the teaching and Learning Research Programme (UK) - 0 views

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    Education 2.0? Designing the web for teaching and learning. A Commentary by the Technology Enhanced Learning phase of the teaching and Learning Research Programme (UK)
Jess McCulloch

Teachers on learning curve | The Australian - 0 views

  • As a matter of course, technology is also changing the way teachers teach -- from how they engage their students and manage their classrooms, to how they shape their working day, manage their professional lives -- and indeed how they think about a career in education.
  • this is affecting the way she manages the class.
  • "Firstly, I teach in smaller grabs of time," she says, "but this is a good thing. I personally believe that teaching has long been too auditory. It is important to cater for different perceptual styles -- visual, auditory and kinesthetic (learning by doing) -- especially when teaching younger children."
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  • Before the internet, to be a teacher you had to be everything in one person. Now there is a range of possibilities and many more people can become part of the education process,"
    • Jess McCulloch
       
      Maybe a good conversation starter for technoLOTE?
  • "This is not to diminish the role of educators to simply and an administrative job," she says. "Teaching is an intellectual skill. It is the art of getting people to expand their minds, have insights, develop values and to grow emotionally. That will not change."
    • Jess McCulloch
       
      A great definition of teaching - one for those who still think they have to know all the content.
Roland Gesthuizen

Teachers adrift in failed system - 2 views

  • The challenge lies not in attracting smart, personable people to teaching, but in retaining them
  • Continuity and consistency are as vital for students as for teachers trying to establish relationships with their charges and develop teaching and learning strategies.
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    "PRIME Minister Julia Gillard says she wants to eradicate the riff-raff from the teaching profession and entice the best and brightest to join. The challenge lies not in attracting smart, personable people to teaching, but in retaining them."
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    Good article that reflects on the conditions faced by many short-term contract teachers that we have in Victoria.
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    Reflections by a teacher caught in the sandpit of contract teaching in Victoria.
Roland Gesthuizen

AITSL - Australian Institute for Teaching and School Leadership - 3 views

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    The Australian Institute for Teaching and School Leadership (AITSL) came into being on 1 January 2010. The Commonwealth Minister for Education has outlined MCEECDYA's priorities for the Institute in a Letter of Expectation. AITSL provides national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of Teaching and school leadership.  
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    "AITSL provides national leadership for the Commonwealth, state and territory governments in promoting excellence in the profession of teaching and school leadership. AITSL has responsibility for: * rigorous national professional standards * fostering and driving high quality professional development for teachers and school leaders * working collaboratively across jurisdictions and engaging with key professional bodies. "
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    Australian group with teaching and leadership focus.
Nigel Coutts

Teaching Dispositions for Learning - The Learner's Way - 0 views

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    Increasingly we aim to teach dispositions but some care in the use of the term is required as it is easily oversimplified. While teaching for dispositions is encouraged it will have little effect if it means doing little other than engaging with the terminology. If we are to encourage the expansion of the desired dispositions, we must be sure to adequately unpack them and understand the implications in store for our culture of learning. 
Mitchell Woellner

IT Programmes - What to Teach - 80 views

Jared I have found that the best areas to go into are areas that are applicable to their world. I think you would be hard pushed not to find children that do not have myspace, facbook or any othe...

progammes topics

Amanda Marrinan

Are you listening to this?… Why, yes. I am. But, are you? « Real Reasons to Write - 0 views

  • literacy is situated, contextual, social, multiple, active and a component of identity. New literacies don’t replace former literacies. This isn’t a situation of either “new literacies” or “old literacies.”
  • Teaching English is about opening up what counts as valued communication, inviting ALL students to engage in multimodal discourses, and to put their knowledge to work. We produce and consume media; expertise means leveraging tools and spaces in intentional, productive ways; and we participate in global communities that are keenly, deeply invested
  • importance of balance across literacies by providing opportunities for students to demonstrate their knowledge through multiple modes - and to engage, where possible, with “struggleware.”
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  • be transparent when teaching - and to empower students to teach and attain a whole new level of credibility. If I teach in the ways that they inspire me to consider, I am empowering students to engage with literacies that value the ways that they are multiply literate
  • They challenge me to be a gateopener, rather than a gatekeeper.
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    A response to Marc Prensky's BLC'08 session on teaching programming
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