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Sara Wilkie

The Research Cycle - 0 views

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    "As the information landscape shifts to offer far more information in an often befuddling manner that some have called "data smog," many schools are learning that traditional approaches to student research are inadequate to meet the essential learning goals set by most states or provincial governments. With hundreds of computers and dozens of classrooms connected to extensive electronic information resources, schools are recognizing the importance of reinventing the way they engage students in both questioning and research. "
Sara Wilkie

Diigo V5.0: Collect, Highlight and Remember! - YouTube - 0 views

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    "Awesome cloud-based information management tool that enables users to collect, highlight, access and share a variety of information, on a variety of devices."
Sara Wilkie

always learning - teaching technology abroad - 0 views

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    "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
Sara Wilkie

brainyard - Information Literacy - 3 views

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    "Evaluate websites with variations and extensions of skills you use to evaluate print materials."
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    How do we measure the efficacy of change? What are the benchmarks to prove that we are on the right track? Bascially, a change in the education process boils down to funding and to get funding you have to prove(through control groups) that the concept or innovation is better than the current method of teaching.
anonymous

Va. students use GIS software to solve real-world problems | SmartBlogs SmartBlogs - 0 views

  • She decided that she would use geographic information systems software to find out how the Washington, D.C., metro affects development.
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    Real-world problem solving: She decided that she would use geographic information systems software to find out how the Washington, D.C., metro affects development. An opportunity that required analysis of lots of data.
Sara Wilkie

Why edWeb - edWeb - 1 views

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    edWeb.net is a highly-acclaimed professional social and learning network that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education. edWeb members are teachers, faculty, administrators, and librarians at K12 and post-secondary institutions. edWeb is a place where educators who are looking for ways to improve teaching and learning can gather and share information and ideas with peers and thought leaders in the industry. Any educator can use edWeb for free to create a personal learning network or professional learning community to make it easier to collaborate, share ideas, and move forward faster with new ideas and initiatives, particularly those than leverage technology to accelerate improvement.
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    edWeb.net is a highly-acclaimed professional social and learning network that has become a vibrant online community for exceptional educators, decision-makers, and influencers who are on the leading edge of innovation in education. edWeb members are teachers, faculty, administrators, and librarians at K12 and post-secondary institutions. edWeb is a place where educators who are looking for ways to improve teaching and learning can gather and share information and ideas with peers and thought leaders in the industry. Any educator can use edWeb for free to create a personal learning network or professional learning community to make it easier to collaborate, share ideas, and move forward faster with new ideas and initiatives, particularly those than leverage technology to accelerate improvement.
anonymous

Connectedness: The New Standard - 0 views

  • PLNs can be defined as collections of like-minded people with whom one exchanges information and engages in conversation. Those exchanges— whether they are held in physical or virtual environments—focus on mutual interests and goals, and their main objective is professional growth and improvement.
  • Those who are connected to greater social networks are more informed about their practices, beliefs, and perceptions regarding education. Perhaps more importantly, those educators engage in both consumption and publication. Knowledge is shared and exchanged, not simply taken.
  • It is the consistent give and take at the individual level that makes a collective PLN exponentially stronger, more knowledgeable, and wiser. No leader should miss the opportunity to be part of this human-generated portal of information.
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  • A PLN is a two-way mechanism for constructive feedback, support, and advice.
  • A PLN can provide the seeds of change, but is up to each respective leader to plant and cultivate them to witness their growth and development into transformative culture elements. Through modeling and sharing the benefits of my PLN, I encourage my teachers to use PLNs for their own learning and growth.
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    "It is essential that principals and other school leaders develop professional learning networks (PLNs) both within and beyond their local organizations. Although colleagues at the local level are often generous in their offerings of support, current technologies enable school leaders to reach far beyond the walls of their schools to access the expertise of school administrators and teachers from around the world and bring a wealth of resources to their schools."
anonymous

The Playground Advocate: Teacher Creativity Skill: Solve a Problem - 0 views

  • "If only there were some sort of device that was connected to a network of information and resources..."
  • Even my most tech-savvy colleagues will occasionally give me the opportunity to use the Let Me Google That For You Web Tool.
  • search for information well on the Internet.
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  • More importantly, though, the Internet is a social space where you can ask a question directly to human beings. My favorite method for this is to ask a question on Twitter or in one of the Google+ communities that I belong to.
  • Creating environments in which students can safely take on the role of problem-solver is the focus of many of the most compelling initiatives in learning, including Project-Based Learning, Design Thinking, and the Maker Movement.
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    I gave a final exam designed to do just that - provide the opportunity for students to see, touch, and feel that information is cheap and freely available and therefore, there is little inherent value in finding it and especially in spitting it back!. Either my mission was flawed (no surprise), or the deck is seriously stacked against the effort. The result: MUST FIND ANSWERS! Wow, look at me, I have the answers....Couldn't apply it if my life depended on it, but man, just look at my answers! I was preaching the Problem Solver, PBL mantra in a recent conversation and was told bluntly, providing that opportunity in the real isolation of 1 45 minute period out of 7 is a complete waste of time. Man, that stung and I continue to resist it, but there is a very large kernel of CAP T Truth present there.
anonymous

http://www.schoolwires.com/site/default.aspx?PageType=3&ModuleInstanceID=174&ViewID=E87... - 0 views

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    Here are some links to information about Flipped learning. 
Sara Wilkie

Personalization vs Differentiation vs Individualization | Rethinking Learning - Barbara... - 0 views

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    "This chart is cross-posted on our new site at Personalize Learning. After writing the post "Personalization is NOT Differentiating Instruction," I received some very interesting feedback and more hits than any other of my posts. I think I hit a nerve. :o So Kathleen McClaskey and I did some research on what personalization is and the differences between differentiation and individualization. We found very little information on the differences. And what we did find, we disagreed with many of the points. That lead us to create this chart:"
Sara Wilkie

Educational Leadership:Common Core: Now What?:Nonfiction Reading Promotes Student Success - 0 views

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    " it's not just how much students read that matters, but also what they read. In particular, students need to read and comprehend informational texts as often-and as fluently-as they do narrative texts." "we should ask what the research says about the benefits of reading nonfiction. Is it really worth tearing kids away from The Hunger Games, the Harry Potter books, or Diary of a Wimpy Kid? After all, with multimedia consuming so much of students' time, shouldn't we be happy they're reading at all?"
Sara Wilkie

Twitter for Research: Why and How to Do It, Including Case Studies - 0 views

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    "Many of the tools above also publish feed related to the search queries. The only effective way to keep up with all of them, in my opinion, is through an RSS reader. While you can still receive Google Alerts via email, I find it more convenient to use an RSS reader because of the amount of information I track on a daily basis."
Sara Wilkie

8 Steps To Great Digital Storytelling | Edudemic - 0 views

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    " Added by Samantha Morra on 2013-05-29 digital storytellingStories bring us together, encourage us to understand and empathize, and help us to communicate. Long before paper and books were common and affordable, information passed from generation to generation through this oral tradition of storytelling. Consider Digital Storytelling as the 21st Century version of the age-old art of storytelling with a twist: digital tools now make it possible for anyone to create a story and share it with the world."
Sara Wilkie

Assessing for Learning: Librarians and Teachers As Partners - Violet H. Harada, Joan M.... - 0 views

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    "Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of "Assessing for Learning: Librarians and Teachers as Partners," they continue to shed light on the issue of school librarians helping students to assess for learning. The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added."
Sara Wilkie

A Biography Study: Using Role-Play to Explore Authors' Lives - ReadWriteThink - 0 views

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    "Dramatizing life stories provides students with an engaging way to become more critical readers and researchers. In this lesson, students select American authors to research, create timelines and biopoems, and then collaborate on teams to design and perform a panel presentation in which they role-play as their authors. The final project requires each student to synthesize information about his or her author in an essay."
Kenneth Jones

Creating Classrooms We Need: 8 Ways Into Inquiry Learning - 0 views

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    If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution? "Our whole reason for showing up for school has changed, but infrastructure has stayed behind," said Diana Laufenberg, who taught history at the progressive public school Science Leadership Academy for many years.
Sara Wilkie

Connected Learning: 'ESSENCE' on Vimeo - 0 views

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    "This film introduces the story of connected learning, the outcome of a six-year research effort supported by the MacArthur Foundation into how learning, education, and schooling could be reimagined for a networked world. The film asks: 'Might the information age have presented us with the opportunity for a fundamental reimagining of the way we educate our children?' 'How might education come to life if children were to possess a burning need to know?' 'Might we each have a part to play?' 'Might this digital age hold the possibility of bringing us closer together?'"
anonymous

Personalize Learning: 10 Trends for Personalized Learning in 2014 - 1 views

  • Change the Language to Learner NOT Student
  • Learning is part of us. We were not born students -- we were born learners. Our first experiences of learning were through play and discovery. 
  • It is all about focusing on the learner -- starting with the learner, not technology.
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  • When you change teacher and learner roles, so the focus is on the learner and the learner drives their learning, everything changes (see post on teacher and learner roles].
  • when you personalize learning, what happens to grades? How will we learn how to drive our own learning?
  • Technology does make it easier to personalize learning, but learners can take control of their learning with or without it. You see, it is all about changing teacher and learner roles.
  • The main questions to ask and research... How do we change teacher and learner roles? How do we support teachers as they change their roles? Will this technology support new teacher and learner roles? How will learners acquire the skills to choose and use the appropriate resources?
  • Learner voice gives learners a chance to share their opinions about something they believe in. There are so many aspects of "school" and "learning" where learners have not been given the opportunity to be active participants. Giving them voice encourages them to participate in their own learning.
  • The best thing we can do for our learners is to teach them to learn how to learn and how to think about their thinking. Now with anytime and anywhere learning, learners will need to acquire the skills to choose the most appropriate resources and tools for any task.
  •  A personal connection or a real-world issue that means something to the learner can make all the difference to whether we care about an academic task. Offering a choice on some aspect of the work also sends its value up, and so does the chance to work on things with friends. 
  • Consider... Taking one lesson at a time. Adding more time to a specific activity that engages your learners so you do not stop the flow of learning. Asking for your learners' ideas on how they would like to express what they know. Encouraging your learners to reflect on their learning.
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    Great information on personalized learning. This site is really packed with good reads!
anonymous

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

  • 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.”
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  • 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
       
      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.
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    "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."
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