Group items tagged

Some questions to consider before embarking on your journey to personalize learning: Why do you want to personalize learning for your learners? What problems or needs have you identified in your school, organization and/or community? What data can you show that demonstrates the need to personalize learning? What does teaching and learning look like now? What are stakeholders beliefs about learning and change? Why is it critical for your organization and/or community to change now? What challenges or obstacles do you envision as you move to personalizing learning? What do you envision for your personalized learning environment?

robbing kids of their ability to concentrate

The question, though, is: distraction from what? And also: What’s inherently wrong with distraction?

Formal education, as we’ve framed it, is not only about finding ways to learn more about the things we love, but also, equally, about squelching our aversion to the things we don’t — all in the ecumenical spirit of generalized knowledge.

Technology is great. I love my iPhone. It can do all sorts of things, but making me a better dancer isn’t one of them. Every day parents ask their kids, “What did you learn today?” It’s never “How did you learn it?” or “On what device did you learn it?” but always, “What?” Yet so long as the answer to that doesn’t change, neither will educational outcomes.

Educators at all levels have not understood that learning is no longer about the past, as Bush’s memex was. It is no longer primarily about what has been said and done and described and proved, but, importantly, is about what is being said, and what is being done, and what is being described and what has not yet been proven.

asks the students to explain why Reginald or Julia made a particular comment in class yesterday, the answer is not on the Web. If you are working in the present progressive instead of in the past tense, then student answers will also be in the present progressive.

As leaders, it is important to be connected, to continue growing, and to maintain our own gap between what we know and what we do

10 BYOD Classroom Experiments (and What We’ve Learned From Them So Far)

What can Holy Trinity teach us? That when it comes to BYOD, it pays not to be overly strict with how the devices can be used in the class, as greater freedom allows teachers to work with students to develop the best uses for technology for their subject matter and teaching style.

BYOD requires much more than just changing tech policies and can sometimes mean overhauling the curriculum and spending money training teachers, though it does help students create a more personal and memorable learning experience.

Technology is the driving force behind most of the education innovation. It is impacting not only what we can do as educators, but it is also changing how we approach learning. These innovations may have not all reached the education journals yet, but they have been presented and are being discussed digitally and at great length in social media.

Information from technology may be easily accessed, but it is not yet a passive exercise. It requires effort and an ability to learn and adapt. These are skills that all educators have, but many may not always be willing to use. The status quo has not required educators to use these skills in a long time. Using these skills requires effort and leaving a long-standing zone of comfort in order to learn and use new methods of information retrieval.

They need to be the life-long learners that they want their students to be.

she advises teachers and parents to praise a child’s process and strategies, and tie those to the outcome

“Let’s look at what you’ve done,” “Let’s look at what your understanding is,” or “Let’s look at what strategies you’ve used, and let’s figure out together what we should try next.”

Dweck says that many teachers have to change how they teach, offering more critical feedback and giving students opportunities to revise their work

‘What kind of adult do we hope the child becomes?’, then work backward from that.

Let’s not ask what the child can do, but tends to do. Let’s make sure the student can read and write–and wants to. Let’s see that the student can think critically–then does.

do three things for me: 1) Tweet out your answer to the “What do you want students to remember…” question with the #TeacherMyth and #TLAP hashtags. Educators need to see what you really want your students to remember in a few years. (Yes, YOU!)

During the first month of school, learn three things about each and every one of your students that have absolutely nothing to do with their academic abilities

when it comes to the  specific task of helping students, what’s the best app in education?

What’s the goal of using technology? What do we want to have happen?