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alturacs

How to Develop Leadership Collaboration Skills - 0 views

collaborationcommunicationsolution.wordpress.com/...eadership-collaboration-skills

education Learning technology collaboration project

shared by alturacs on 20 Mar 15 - No Cached
  • alturacs on 20 Mar 15
     
    Although it takes a great entrepreneur with a vision to start a business, but strong leadership collaboration skills and a collaboration of many people is important to make it a success. Collaboration means to work together to achieve a goal. It is an attribute that cuts across many businesses and business processes.
Don Doehla

8 Essentials for Project-Based Learning (by BIE) | Project Based Learning | BIE - 0 views

bie.org/...als_for_project_based_learning

PBL projectbasedlearning education resources collaboration creativity technology learning

shared by Don Doehla on 13 Feb 14 - No Cached
  • Don Doehla on 13 Feb 14
     
    "What is it? Here's an article by BIE, updated from its original appearance in the September 2010 issue of Educational Leadership magazine from ASCD. Good for general audiences as well as educators, it explains the essential elements that make rigorous PBL different from "doing projects." Why do we like it? This article was written because some teachers say they "do projects" already (so why learn more about PBL) and some educators and members of the general public may have negative stereotypes of PBL as merely a "fun" or "hands-on" activity. How can you use it? Share this article with anyone, from teachers to parents to administrators, to explain PBL and provide a common framework for projects. The 8 Essential Elements are the basis of BIE's Project Design Rubric and PBL 101 Workshop."
Tom McHale

Project Based Learning - 26 views

wvde.state.wv.us/pbl.html

shared by Tom McHale on 07 Jul 10 - Cached
  • Tom McHale on 07 Jul 10
     
    The Project-Based Learning designs on this website were created by West Virginia teachers who worked with the WVDE Office of Instruction through participation in the Teacher Leadership Institute, the Secondary PBL project, content-specific professional development in mathematics, and the Model Schools and Classrooms project
eterry02

Good Teachers May Not Fit the Mold - Educational Leadership - 0 views

www.ascd.org/...hers-May-Not-Fit-the-Mold.aspx

teaching classroom management instruction instructional design education resources

shared by eterry02 on 03 Feb 19 - No Cached
  • teachers' ACT scores exerted a larger influence on student achievement than did student poverty level, class size, and teaching experience combined.
  • Adequate knowledge of their content areas.
  • Rice (2003), who has reviewed hundreds of studies of teacher quality, notes that
  • ...28 more annotations...
  • "subject matter knowledge contributes to good teaching only up to a certain point, beyond which it does not seem to have an impact" (p. 37).
  • Good teachers must know their subjects well, but having doctoral-level knowledge of Freudian interpretations of Victorian literature, for example, doesn't really improve someone's ability to teach language arts to 8th graders.
  • Knowledge of how to teach their subject areas
  • They found that although content knowledge is essential, teachers who also possess strong pedagogical content knowledge are more effective than those with content knowledge alone.
  • strong pedagogical content knowledge
  • were likely to gain a full year more learning than students whose teachers had weak pedagogical content knowledge (among the bottom one-fifth of teachers).
  • common metrics for hiring and rewarding teachers are only weakly linked to student success.
  • Traditional licensure or credentials.
  • "little rigorous evidence that [teacher certification] is systematically related to student achievement"
  • Yet the study detected no before-and-after effects—that is, teachers appeared no more effective after undergoing the grueling certification process than before it (Clotfelter, Ladd, & Vigdor, 2007).
  • Advanced degrees.
  • "have found no discernible effect of teachers having a master's degree or higher on student achievement" (p. 26).
  • One possible exception appears to be high school science and mathematics,
  • Extensive classroom experience.
  • Yet on average, after a few years of teaching, added years of teaching experience appear to offer little guarantee of increased effectiveness.
  • teacher effectiveness
  • Belief that all students can learn.
  • Belief in their own abilities
  • Ability to connect with students.
  • School leaders must consider, then, which attributes they can augment and which they cannot.
  • reexamine the metrics, explicit or implicit, they use to select and compensate teachers
  • Being credentialed, being experienced, or holding an advanced degree is no guarantee of effectiveness
  • know how to teach
  • teacher's dispositions and attitudes
  • teased out through interviews and observations
  • analogy
  • quality of their teachers can be the difference between academic success and failure.
  • Verbal and cognitive ability.
  • eterry02 on 03 Feb 19
     
    ""Good Teachers May Not Fit the Mold (Links to an external site.)Links to an external site."
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