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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

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

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."
Sara Wilkie

8 Big Ideas of the Constructionist Learning Lab | Generation YES Blog - 0 views

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    "The first big idea is learning by doing. We all learn better when learning is part of doing something we find really interesting. We learn best of all when we use what we learn to make something we really want. The second big idea is technology as building material. If you can use technology to make things you can make a lot more interesting things. And you can learn a lot more by making them. This is especially true of digital technology: computers of all sorts including the computer-controlled Lego in our Lab. The third big idea is hard fun. We learn best and we work best if we enjoy what we are doing. But fun and enjoying doesn't mean "easy." The best fun is hard fun. Our sports heroes work very hard at getting better at their sports. The most successful carpenter enjoys doing carpentry. The successful businessman enjoys working hard at making deals. The fourth big idea is learning to learn. Many students get the idea that "the only way to learn is by being taught." This is what makes them fail in school and in life. Nobody can teach you everything you need to know. You have to take charge of your own learning. The fifth big idea is taking time - the proper time for the job. Many students at school get used to being told every five minutes or every hour: do this, then do that, now do the next thing. If someone isn't telling them what to do they get bored. Life is not like that. To do anything important you have to learn to manage time for yourself. This is the hardest lesson for many of our students. The sixth big idea is the biggest of all: you can't get it right without getting it wrong. Nothing important works the first time. The only way to get it right is to look carefully at what happened when it went wrong. To succeed you need the freedom to goof on the way. The seventh big idea is do unto ourselves what we do unto our students. We are learning all the time. We have a lot of experience of other similar projects but each one is differ
anonymous

Why I Gave Up Flipped Instruction - 2 views

  • 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.
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    Insightful.
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    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

2020 Vision: Outlook for online learning in 2014 and way beyond - 0 views

  • Learning will increasingly be delivered through student-owned devices, and learners will increasingly integrate social life, work and study in a seamless manner.
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      How can we use taxpayer $ to fund devices for our students? Can we invest in them?
  • As a result it will become increasingly difficult for institutions to protect student data and their privacy. This may turn out to be the biggest challenge for students, institutions, and government in the next 20 years and could seriously inhibit the development of online learning in the future, if students or faculty lose trust in the system.
  • Students and learners at this point in my life, what are my learning goals? What is the best way to meet these? Where can I get advice for this?
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  • what kind of learning support do I need?
  • Faculty and instructors why do students need to come to campus? What am I offering on-campus that they couldn’t get online? Have I looked up the research on this?
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      How do we support students who want to learn online but need a place to do it? Can we be more than "babysitters"? How can we restructure our current learning spaces (classrooms) to better meet the needs of our learners?
  • what teaching methods will lead to the kind of learning outcomes that students will need in life?
  • what kind of teaching spaces do I need for what I want to offer on campus?
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      We need to be designing more flexible spaces on our campuses. While we may feel that we were "burned" with open concept classrooms from our past experience, we should be looking to similar spaces.
  • what training or professional development do I need to ensure that I can meet the learning needs of my students?
  • what kind of campus will we need in 10 years time?
  • what partnerships or strategies should we adopt to protect our enrollment base?
  • how do we ensure that faculty have the skills necessary for teaching in a digital age? how can we best reward innovation and high quality teaching? what kind of organization and staff do we need to support faculty in their teaching?
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

Top 10 ways to use technology to promote reading - Home - Doug Johnson's Blue... - 1 views

  • Young readers like know more “about the author” and the Internet is rich with resources produced both by the authors themselves, their publishers, and their fans.
  • Make sure older kids know about free websites like Shelfari, LibraryThing, and Goodreads. Biblionasium id great for younger readers.
  • Destiny Quest allow students to record what they’ve read, write recommendations, share their recommendations with other students and discuss books online.
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  • While not designed just for sharing reading interests like the tools above, generic curation tools like Pinterest, Tumblr, ScoopIt - along with older tools like Delicious and Diigo - allow the selection and sharing of interests among students.
  • multimedia tools to generate creative responses to books - and then share them with other students online. Using Glogster, Animoto, poster makers, digital image editors and dozens of other (usually) free tools, students can communicate through sight and sound as well as in writing.
  • Creative librarians do surveys and polls on book related topics using free online tools like GoogleApps Forms and SurveyMonkey. (Collect requests for new materials using an online form as well.) Does your library have a Facebook fan page and a Twitter account to let kids know about new materials - and remind them of classics?
  • Get flashy with digital displays. 
  • less expensive to bring an author in virtually using Skype, Google Hangouts or othe video conferencing program.
  • Check out the Skype an Author Network website to get some ideas.
  • Take advantage of those tablets, smart phones and other student-owned (or school provided) devices by making sure your e-book collection, digital magazines, and other digital resources are easy to find.
  • Book Bowl in May. Students form teams and then we use the book bowl questions from the site to have a great competition.
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    "I am updating my workshop on how technology can be used to promote Voluntary Free Reading - the only undebatably fool-proof means of both improving reading proficiency and developing a life-long love of reading in every student. "
anonymous

Promoting a growth mindset for all students SmartBlogs - 1 views

  • Someone with a growth mindset thinks, “no matter how long it takes or how hard it is, I will learn what I want or need to learn.” Many school practices, however, interfere with this mindset by penalizing students for taking longer to learn something. Students who pass a course in ten months are considered successful. Students who go to summer school (take twelve months to learn it) are considered to have failed with the added consequence of losing their summer break.
  • All of this happens despite that fact that there is no research indicating that people learn in ten months segments of time. Research reveals just the opposite: people naturally take different amounts of time to learn things and learn best when they are not evaluated, nor penalized on the length of time it takes to learn them.
  • For example, if the goal and purpose of school was success for all students, a strong case, as Dweck has suggested, could be made for only having two grades: Mastery and Not Yet. All the resources and efforts of educators should be directed towards helping students persist until they learned what they needed or wanted to learn. School improvement efforts should focus on changing school practices so that students can believe that their efforts will lead to success rather than failure defined by time limits.
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    Standardilzed tests and growth mindset... 
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    Great argument on why we place so much emphasis and credibility on letter grades. All of my students need more time, so this is a great article I will share with all my inclusion teachers.
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?"
anonymous

Pros and Cons of The Flipped Classroom | TeachHUB - 2 views

  •   I useScreenr in conjunction with my iPad and the app Air Sketch to record the videos.  The students go to my website to view.
  • I know as I'm teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don't get that feedback as I'm designing and creating my videos.”
  • Helps kids who were absent, stay current.•Helps kids who don't get the lesson the first time in class.
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  • Can attach Google spreadsheets or other online quizzes to check for comprehension, along with the video link sent to students
  • •I have a long way to go in my skill set in making the videos interesting (they, to me anyway, are really boring to watch).
  • I hope to continue to utilize this approach, but I'd like to find a more streamlined method. Right now I've looked mostly for lecture opportunities to "flip". The omission of these lectures in the classroom setting allows for more time to discuss literature and practice writing techniques.”
  • The videos are beneficial because they are easy to access and very easy to understand.  The textbook we use for an AP course is college level material- it is expected that students will be able to read at that level when taking an AP course.  However, many students are 'learning' how to read at that level. 
  • The videos are refreshing and entertaining, and may allow many to increase their literacy by having that 'access' to the text that may not have been available if they were to simply trudge through the work taking bland notes.”
  • without the proper methods to distribute technology and video information, the flipped model is doomed to fail.
  • As educators, shouldn’t our ultimate goal be to help students become “learners, who can learn for themselves, by themselves.”
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    Shares both positive and negative examples straight from classroom teachers. Good food for thought and consideration if you're attempting the model!
anonymous

An Essential Question for Developing Student-Centered Classrooms - Education Week Teacher - 2 views

  • In a 21st-century world where students will likely have to reinvent themselves and their careers multiple times, the question has acquired depth that it didn't have even 20 years ago. Preparing students to be responsible for their own learning, to ultimately become "the teacher" themselves, must become one of our highest priorities in schools.
  • A truly student-centered classroom is also one where the students' voices are heard significantly more than the teacher's and where their interactions are at the center of the learning process.
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    ""What are you doing in your classroom now, that you could turn over to your students to do themselves?""
anonymous

Taking the Struggle Out of Group Work | MiddleWeb - 0 views

  • she checked the revision history on their Google document. Sure enough, the students talking about off-topic items hadn’t done any work in the past 15 minutes.
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    " He found in his research that assigning a pool of points for a team, say 40 points for four students, and having the students divide the points up depending on who did which percentage of the work, was effective in raising students' participation in a group project."
Sara Wilkie

Meaningful Student Blogging - My RSCON Presentation - 1 views

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    "Last night, I had the privilege of presenting at the Reform Symposium on something I am very passionate about - giving students a voice through blogging. In fact, I find whenever you can give students a voice in your classroom leads to a much more engaged learning environment. While the archives will not be up for another week or so I did want to share the slides I used for my message. "
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."
Sara Wilkie

BalancEdTech - Mini Biographies - 1 views

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    "Student pairs or groups will research and report on an important historical figure. This could either be done to review people already studied, to seed background knowledge of upcoming people, or just people the students are interested in. Students will use the project to learn about or practice wiki page creation with the basic elements of text, images, and hyperlinks. They will also get an opportunity to explore writing their own questions, which will become the core skill in later inquiry projects."
Sara Wilkie

Skype Jobs for Students | Langwitches Blog - 1 views

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    "o piggy back onto my last post about Alan November's call to make students contributors to their own learning, I wanted to share the "Skype Jobs" of my students."
Sara Wilkie

BalancEdTech - Critical Friends Feedback - 0 views

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    "The goal is to move beyond superficial peer conferencing and commenting, to dig into feedback that helps the "author" grow and improve in whatever form they are using. Too often the feedback students provide is superficial, commenting on what they liked without explaining why, offering generic improvement ideas, or focusing on less important elements (i.e. spelling, punctuation, etc.). How do we help students provide each other meaningful, productive feedback? How do we help students internalize those conversations to become their own best critical friend? "
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?"
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