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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!
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."
Sara Wilkie

Learning Is Not That Complicated | Ideas and Thoughts - 0 views

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    "The idea of teacher as learner and modeling great learning is one critical notion that usually gets seen as a "nice, but not necessary" role in today's data obsessed world. The idea of mentorship and relationships remains the key determination of learning and yet we have a whole sector of folks advocating for bigger factory models of skill and drill learning. I'm more convinced than ever that those middle schools who have adopted a mentoring model with teachers staying with students for 3-4 years is a return to the classic view of learning. The classic view also shows that inquiry is not simply a new pedagogy but one that acknowledges student interest and can potentially remove artificial barriers such as time from the learning. Again, not something earth shattering or new but places things in a historical perspective juxtaposed beside the recent view of learning that it needs to be fragmented and broken down into small bite chunks of learning."
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

Tutorial Designers, Guides, Step-by-Step Instructions: Amplification & Imagin... - 3 views

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    "Tutorial Designer" is one of the six roles, Alan November lists in his Digital Learning Farm that empower student learners and describes in his book 'Who owns the Learning?. Take a look at the examples below of students: sharing what they have learned in class sharing beyond their classroom and their parents sharing with a global audience in mind. As you are watching these samples… Where does your imagination take you? What ideas come to your mind? What comes to mind for YOUR STUDENTS TO SHARE? What lesson or unit, could you "upgrade" to include the creation of a video, audio or screencast?"
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

The Principal of Change - 0 views

  • Learning is, and should be, much more participatory than ever.  
  • We truly can learn from anyone, anywhere, anytime, including the “experts” and “amateurs” in any given field.  We need to take advantage
  • What I am most excited about now is that we no longer need to be stagnant in our roles as either “teacher” or “learner”, because now, at any time, we can be either or both.  Isn’t that setting the staff for true “lifelong learning”?
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    This post made me think about how easy it is to learn something you want/need to learn right now. It also made me think a bit about a conversation I had with a librarian yesterday who was commenting on how all it takes is a little effort on the part of the individual to learn. 
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.
anonymous

ASCD Express 8.11 - Building Skills for Independent Learning - 0 views

  • Learners accustomed to sitting passively while their teachers dole out knowledge may initially be unready to take on more active roles in the classroom.
  • teach the noncognitive or "soft" skills that are the foundation of independent learning.
  • help them develop these strengths.
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.
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