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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

27 Ways To Publish Student Thinking - 0 views

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    "Publishing student thinking can be among the most powerful ways to improve learning. There are a variety of reasons for this, but the biggest reason is that the "threat" of publishing moves the lodestone from the classroom to the "real world." This, of course, changes everything."
anonymous

Education Week Teacher: 7 Ways to Increase Student Ownership - 0 views

  • A peer-advising program is another win-win.
  • So why not encourage seniors to share their experiences with underclassmen before they graduate? I'm thrilled to be developing a course for the Student College and Career Library Assistant program that we'll launch in the fall.
  • They are practicing leadership by creating the school they want and need.
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  • students serve on the interview panel for new employees.
  • We like to survey our students.
  • Err on the Side of Information Overload
  • Invite Students to Articulate Their School's New Identity
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    As I read more and more blogs, twitter feeds, etc. teachers everywhere are asking how to engage their students. This blog post demonstrates a real shift in ownership to the students!
anonymous

A Real Lesson in Digital Citizenship - 0 views

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    A teacher describes a teachable moment with her middle school students on appropriateness of sharing digital content. Have you had the opportunity to talk about this with your students?
Sara Wilkie

The challenge of responding to off-the-mark comments | Granted, and... - 1 views

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    I have been thinking a lot lately about the challenge we face as educators when well-intentioned learners make incorrect, inscrutable, thoughtless, or otherwise off-the-mark comments. It's a crucial moment in teaching: how do you respond to an unhelpful remark in a way that 1) dignifies the attempt while 2) making sure that no one leaves thinking that the remark is true or useful? Summer is a great time to think about the challenge of developing new routines and habits in class, and this is a vital issue that gets precious little attention in training and staff development. Here is a famous Saturday Night Live skit, with Jerry Seinfeld as a HS history teacher, that painfully demonstrates the challenge and a less than exemplary response. Don't misunderstand me: I am not saying that we are always correct in our judgment about participant remarks. Sometimes a seemingly dumb comment turns out to be quite insightful. Nor am I talking about merely inchoate or poorly-worded contributions. That is a separate teaching challenge: how to unpack or invite others to unpack a potentially-useful but poorly articulated idea. No, I am talking about those comments that are just clunkers in some way; seemingly dead-end offerings that tempt us to drop our jaws or make some snarky remark back. My favorite example of the challenge and how to meet it comes from watching my old mentor Ted Sizer in action in front of 360 educators in Louisville 25 years ago. We had travelled as the staff of the Coalition of Essential Schools from Providence to Louisville to pitch the emerging Coalition reform effort locally. Ted gave a rousing speech about the need to transform the American high school. After a long round of applause, Ted took questions. The first questioner asked, and I quote: "Mr Sizer, what do you think about these girls and their skimpy halter tops in school?" (You have to also imagine the voice: very good-ol'-boy). Without missing a beat or making a face, Ted said "Deco
anonymous

Co-inventing the Curriculum | DMLcentral - 2 views

  • 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.
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    "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."
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    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!
Kenneth Jones

Teacher Focus: Learning or Behavior - 0 views

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    This is basically another "attack" on the way education is "done". I love the sarcastic approach to the prep for the "real world" that is the dominant excuse for rule following. This article reflects why I think the whole notion of "grades" and a "grade book" must be re-examined if we are to really shift instructional practice toward genuine and authentic student learning.
Donna Ward

CETL | The Flipped Classroom - 2 views

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    Examples and pitfalls of flipping a class.
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    Khan Academy has a Coaching feature that allows students to practice a new skill and receive immediate feedback. You can also track student progress. Now the classroom can be used for valuable discussions like how specific skills can be applied in their real world (relevanancy). Or to allow peer to peer teaching, small group instruction, and one on one instruction when all else fails.
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!
Kenneth Jones

Deep Learning MOOC - 0 views

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    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!
Sara Wilkie

Daniel H. Pink - To Sell is Human | London Real - YouTube - 0 views

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    "Daniel H. Pink, author of "To Sell is Human" and "Drive: The Surprising Truth About What Motivates Us" talks about the microeconomic fallacy that more pay begets more work and argues that humans are truly motivated by Autonomy, Mastery & Purpose, and why most of us spend a large portion of our day engaging in "non-sales selling" as we persuade, convince, and influence others to give up something in exchange for what we have. http://www.danpink.com/ http://youtu.be/u6XAPnuFjJc"
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    Autonomy, Mastery, and Purpose! About as trans-formative as D. Pink's Abundance, Automation, and Asia!
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

Who do our students consider the audience? SmartBlogs - 1 views

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    "We need to develop more learning opportunities where students constitute the actual evaluators for the work itself. Imagine if students, teachers and others evaluate and provide feedback to determine the effectiveness of a student's creation: Develop an 60-second speech to be shared with the student council and three advertising posters to be copied and placed around school to decrease bullying. Your work will be evaluated according to our rubric by the students in our class, outside professionals and me - as the teacher. These are the experiences that push learning beyond a one-way conversation between student and teacher. They demystify the assessment process and allow each student to be a creator and simultaneous evaluator, providing multiple experiences for students to recognize and apply the criteria for quality."
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