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anonymous

10 Ways Teacher Planning Should Adjust To The Google Generation - 0 views

www.teachthought.com/...nning-adjust-google-generation

learning Google

shared by anonymous on 18 Feb 14 - No Cached
  • Instead, anchor learning experiences around new kinds of thinking that force the synthesis of disparate ideas, media, and communities. Scenario-based learning, challenge-based learning, project-based learning, learning simulations, and so on.
  • , the focus should be on more classically human practices of observation, study, and perspective.
  • Curriculum maps should promote careful, self-directed study of relevant and meaningful ideas, rather than design micro-lessons to “efficiently deliver information.”
  • ...10 more annotations...
  • Actually make social networks and media channels part of curriculum
  • Rather than emphasizing content, emphasize how to deal with an abundance of fluid and perishable content on a daily basis.
  • In an age of information and analytics, data is abundant. Currently, maps and units and lessons are not designed to accept data, leaving it up to the teacher to extract it, and constantly make often significant adjustments to planning in light of it.
    • anonymous
      anonymous on 18 Feb 14
       
      Can someone help me better understand what the author meant here? #5 isn't making sense to me. What data is she referring to?
  • It’s simply being pro-active–creating a map–or at least units within a map–that can facilitate the educated guesswork and instinct on the part of teachers.
  • Will they need extra time? Mini-lessons on Digital Citizenship? Unique literacy strategies? A mix of digital and physical texts? More choice or less? Currently this is all done at the unit or lesson level. What would it look like at the curriculum map level?
  • Of course students need to “understand”–but (hoping Grant’s not reading this) prescribing exactly what students will understand, when they will understand it and at what depth, and where, and how they will prove it–regardless of background knowledge, natural interest, literacy levels, etc.–is a bit…ambitious.
  • establish a handful of the most important ideas in content that act as anchors for other more discrete knowledge and facts, and practice them over and over again at a variety of cognitive levels (e.g., Bloom’s).
  • emphasize that learning is a marathon, not a series of artificially-divided sprints.
  • Content is incredible if we can just let it be incredible, and for the Google Generation, it’s right there at their fingertips. Curriculum documents should underscore the nuance of the world, not provide a chronologically-based checklist to cover it all.
  • A curriculum map should be as much for the student as they are for the teacher. As such they should function as learning and discovery pathways, helping the learners see where they’ve been, where they’re going, and what’s possible.
  • anonymous on 18 Feb 14
     
    "The age of knowing is slowing giving way to an age of data navigation, and what students need help with should be adjusted accordingly-even if in ways other than the ideas below."
Sara Wilkie

Challenging the Model of 1:1 with BYOD | Edutopia - 1 views

www.edutopia.org/...e-to-one-model-amanda-paquette

BYOD 1:1 PD

shared by Sara Wilkie on 09 Dec 12 - No Cached
  • Sara Wilkie on 09 Dec 12
     
    "By engaging teachers and the technology integrationist in conversations about the curriculum, specific class dynamics and capabilities of the technology, we are now able to talk about what we would like to do, the tools best suited for that purpose, ways to tweak units or lessons, and what is not working. This collaborative, co-teaching model has allowed for us to find connections across content areas, classes and our district. We all recognize how much is gained when we are allowed to really talk about our curriculum and our students, and this model allows for that creative, collaborative time to work through complex and interesting questions and ideas about integrating technology effectively. "
anonymous

Media and Technology Resources for Educators | Common Sense Media - 0 views

www.commonsensemedia.org/educators

InternetSafety digitalcitizenship Internet_safety cyberbullying

shared by anonymous on 04 Oct 12 - Cached
  • anonymous on 04 Oct 12
     
    Get tools to educate yourself and your students from Common Sense Media for Educators. In addition to their K-12 curriculum on Digital Literacy and Citizenship, they offer an online tutorial designed to help you implement the curriculum in your classroom. Units are: Safety, Security, Digital Life, Privacy and Digital Footprints, Connected Culture, Respecting Creative Work, Searching, Research and Evaluation, Self-Expression and Identity. Common Sense Media has partnered with Edmodo. Together they have created the Digital Citizenship Starter Kit. Join the Digital Citizenship Community to obtain the resources!
anonymous

Co-inventing the Curriculum | DMLcentral - 2 views

dmlcentral.net/...co-inventing-curriculum

curriculum student ownership student empowerment

shared by anonymous on 16 May 14 - No Cached
  • students look for problems, ask questions, collect data, try to make sense of the data they have collected, test their hypotheses, apply and integrate what they’ve learned about co-discovering, co-inquiring, and co-learning to all their subject matter. The digital tools make it possible for the data collection to be more extensive and more minutely labeled than overly-simplified toy versions of student data collection. 
  • “the digital tools enable us to capture a large amount of data, dump it on the table, explore it, examine it, roll it around in ways we were never able to do before. Like archeologists out in the field, we need to label everything we find in order to make sense of it when we remove it from the place we found it: go out with your phones, take pictures, write notes, capture video, but also tag it for time and location and other attributes, so when you bring it back to the classroom you can see each piece of data in multiple contexts.
  • anonymous on 16 May 14
     
    "But the best educational outcomes grow from a well thought out program of student empowerment - made both possible and attractive by adopting, adapting and mashing-up digital media."
  • Kenneth Jones on 18 May 14
     
    I think I have a convergence of two (+) very important vectors that might actually make something along these lines be realized: (1) I have a three level green light - on one, my "real" boss actually wants me to step out and really do something different, my evaluator likes to see interesting things and realizes a certain challenge to ANY poor evaluation is not in anyone's best interest, and I have friends/support in higher places (Milk it as long as it lasts!); (2) I am too dang old and tired (saying I am tired is akin to referring to the Great Wall of China as a fence!) of making excuses for why I can't and this may actually be my last real opportunity! (BONUS Vector: No one, and I mean NO ONE that might object is paying attention!) Let's set a time - a good long block of time - to map out something SPECIAL!
Sara Wilkie

Why Won't You Just Tell Us the Answer? | Wired Science | Wired.com - 0 views

www.wired.com/...1

wired science blog_post

shared by Sara Wilkie on 10 Dec 12 - No Cached
  • Sara Wilkie on 10 Dec 12
     
    "This discussion comes up all the time in my physics for education majors. I have previously described the course and the curriculum that I use (Physics and Everyday Thinking) - oh, which is awesome. Let me set the scene. This is near the beginning of the semester."
Sara Wilkie

always learning - teaching technology abroad - 0 views

mscofino.edublogs.org

planning digital_citizenship Kofino

shared by Sara Wilkie on 11 Jun 13 - Cached
  • Sara Wilkie on 11 Jun 13
     
    "Established Goals (ISTE NETS Standards) 2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. 4. Critical Thinking, Problem-Solving & Decision-Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students: b. plan and manage activities to develop a solution or complete a project. 5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. Students: b. select and use applications effectively and productively. d. transfer current knowledge to learning of new technologies. Enduring Understandings: Students will understand that: Responsible digital citizens demonstrated shared characteristics, habits and attitudes. We can work together to teach others what we have learned. We can use web 2.0 tools to collaborate and communicate with a global audience. Essential Questions: What are the characteristics, habits and attitudes of a responsible digital citizen? How can we work together to teach others about responsible digital citizenship? How can we collaborate and communicate with others online? Assessment Evidence GRASPS Task Goal: Your goal is to produce a multimedia handbook about basic technology tools and digital citizenship for ISB
Kenneth Jones

Deep Learning MOOC - 0 views

dlmooc.deeper-learning.org

deep learning paradigm shift

shared by Kenneth Jones on 21 Dec 13 - No Cached
  • Kenneth Jones on 21 Dec 13
     
    This seems right up the Early Adopters alley. It appeaars the fundamental concepts of this course are what Dan Pink would classify as "High Concept". The score regarding the astounding volume of what has been written, staff developed, and high dollar conferenced over the past two decades regarding technology integration seems to be a solid D. We focus our time, talent, and treasure on hardware, connectivity, applications, and platforms and mostly loose sight of THE question: To what end? What I see in my experience is still very much a knowledge acquisition based, "covering the curriculum" approach. I see it in my own practice even as I claim rebellion from it! Why? Pressure from every aspect of the edu-enterprise: from high stakes testing to pedagogy by bus schedule, to campus administration initiatives. No matter the innovative gift wrap, the message is the same: Cover the material and pass the test! Streamlining efforts in terms of curriculum don't streamline anything - they just rearrange chairs on the same size deck. "Every Second Counts" but we aren't going to change a single thing. Do not even consider the shape, size or capacity of the Edu-Plate, just keep piling new initiatives on top of the old and wonder why increases in nutritional value are static....Perhaps this course might allow us to take a real hard look at practice to get to the point, the end, the goal of creating critical thinking deep learners.I hope you'll join me!
anonymous

Why I Gave Up Flipped Instruction - 2 views

plpnetwork.com/...flip-love-affair

flipped classroom instruction PBL problem-based learning

shared by anonymous on 09 Oct 12 - No Cached
  • my brief love affair with the flip has ended. It simply didn’t produce the tranformative learning experience I knew I wanted for my students .
  • I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.
  • In our classroom, we sit down with the curriculum, and students actually see what the outcomes and objectives are. We then have a dialogue about what my students’ learning might look like. They have a choice over what order they are going to work on outcomes, how they are going to learn and reach those outcomes, and how they are going to show me what they have learned.
  • Angelique Moulton on 09 Oct 12
     
    Insightful.
  • anonymous on 09 Oct 12
     
    Students doing their own research! Students teaching each other! Shelley Wright now focuses on helping her students learn to learn. She models her journey and helps them develop their own skills. Reminds me of our work together!
anonymous

Challenge Based Learning - Welcome to Challenge Based Learning! - 1 views

www.challengebasedlearning.org/...welcome

challenge resources

shared by anonymous on 19 Nov 12 - No Cached
  • Kenneth Jones on 20 Nov 12
     
    This has been around for awhile, but it is very good stuff! I am thinking I might shift gears so to speak to see if I can create a challenge that is directly tied to the curriculum.Thank you for re-reminding me of the CBL!
Rebecca Singley

How Do We Define and Measure "Deeper Learning"? | MindShift - 2 views

blogs.kqed.org/...ne-and-measure-deeper-learning

shared by Rebecca Singley on 13 Dec 12 - No Cached
  • and interpersonal refers to expressing ideas and communicating and working with others.
    • Rebecca Singley
      Rebecca Singley on 23 Sep 13
       
      Again, key. However, in thinking abou the book "Quiet" by Susan Cain, this might look and feel very different, depending upon the kid.
  • They must encourage questioning and discussion, challenge them and offer support and guidance. They must use carefully selected curriculum and use formative assessments to measure and support students’ progress.
    • Rebecca Singley
      Rebecca Singley on 23 Sep 13
       
      Again, this MUST be done overtly, and kids must have a chance to practice these skills in the classroom setting. Where else will they be "social" in their learning?
  • Kenneth Jones on 21 Dec 13
Kenneth Jones

Inquiry Learning Vs. Standardized Content: Can They Coexist? - 0 views

blogs.kqed.org/...dized-content-can-they-coexist

creativity critical thinking inquiry

shared by Kenneth Jones on 03 Jul 13 - No Cached
  • Kenneth Jones on 03 Jul 13
     
    By Thom Markham As Common Core State Standards are incorporated from school to school across the country, educators are discussing their value. It may seem that educators are arguing over whether the CCSS will roll out as a substitute No Child Left Behind curriculum or as an innovative guide to encourage inquiry rather than rote learning.
anonymous

Around the Corner-MGuhlin.org: Plurality of Diversity @gcouros @timholt2007 #txeduchat ... - 1 views

www.mguhlin.org/...lity-of-diversity-gcouros.html

curriculum technology PLN

shared by anonymous on 10 Jan 14 - No Cached
  • anonymous on 10 Jan 14
     
    Miguel asks the right questions!
anonymous

http://www.visiblethinkingpz.org/VisibleThinking_html_files/06_AdditionalResources/maki... - 0 views

www.visiblethinkingpz.org/...makingthinkingvisibleEL.pdf

shared by anonymous on 17 Feb 14 - No Cached
    • anonymous
      anonymous on 17 Feb 14
       
      Do we have the freedom to pursue various paths to explore within our curriculum?
  • anonymous on 17 Feb 14
     
    When learners speak, write, or draw their ideas, they deepen their cognition. Project Zero's Visible Thinking approach shows how. I'm sure Sara has already shared this... but couldn't control myself.
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