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Action Research: A Self-Directed Approach to Professional Development - 4 views

www.ascd.org/..._Professional_Development.aspx professional development research action Self-Directed teacher professional development
shared by Teachers Without Borders on 29 Jul 11 - No Cached
  • The best part about being a teacher is that you get to remain a student forever. Teachers are lifelong learners. To be an effective educator, you must constantly pursue learning through workshops, conferences, on-site or online training modules, and seminars. Professional development can help teachers stay up-to-date with new trends and learn new techniques, strategies, and methods for dealing with various classroom challenges. But all professional development is not the same.
  • If you feel frustrated by not being able to find what you need, how about creating your own solutions? Every classroom challenge is as individual as the students in the class. Sometimes, instead of looking for solutions out there somewhere, it helps if a teacher learns to understand the challenge and experiments to find the answer that suits her class or students. Most teachers shy away from the word "research," thinking it is scholars' job to conduct research and come up with condensed data or analysis. But all of us are researchers, consciously or otherwise.
  • Teachers can do action research by formally defining a problem, drafting a hypothesis, collecting and organizing data, and coming to a conclusion about the effect of the hypothesized change. And the conclusion you derive will be more meaningful and effective because it deals with your challenges and your solutions, keeping in mind your circumstances and resources.
  • Teachers Without Borders on 29 Jul 11
     
    Action Research: A Self-Directed Approach to Professional Development
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Fellowships @ The Wilson Center 2009-2010 (WilsonCenter.org) - 0 views

www.wilsoncenter.org/index.cfm fellowships humanities projects residential sciences social social_sciences wilsoncenter wilsoncenter.org
shared by Jeff Johnson on 22 Jul 08 - Cached
  • Jeff Johnson on 22 Jul 08
     
    The Center awards approximately 20-25 residential fellowships annually to individuals with outstanding project proposals in a broad range of the social sciences and humanities on national and/or international issues. Topics and scholarship should relate to key public policy challenges or provide the historical and/or cultural framework to illuminate policy issues of contemporary importance.
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Teach Your Teachers Well - Freakonomics Blog - NYTimes.com - 0 views

freakonomics.blogs.nytimes.com/...teach-your-teachers-well education research
shared by Lucy Gray on 26 Aug 09 - Cached
  • Lucy Gray on 26 Aug 09
     
    Have economists always been interested in studying education? Just started reading Disrupting Class and this occurred to me. Second thought... what are the implications of the study mentioned for urban schools? What are the statistics around high quality experienced teachers sticking it out in challenging schools?
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Coca-Cola Instructional Designer Envisions 21st Century Training (Interview) ... - 0 views

maestroelearning.com/...igner-at-coca-cola-enterprises
shared by Ben Darr on 01 Apr 11 - No Cached
  • Q. What is the greatest modern challenge in the training profession? Employee engagement drives turnover and performance. As business consultants, training professionals can drive improvements in employee engagement which in turn will lead to better retention and employee performance. Q. What makes current challenges so different from previous ones? In our current economy, performance improvement is paramount. To stay competitive, businesses must find efficiencies. Reducing turnover adds value to the bottom line through reducing costs. Engaged employees perform more efficiently and effectively which drives both revenue and cost management.
    • Ben Darr
      Ben Darr on 01 Apr 11
       
      Johnathan Keith, a trainer for Coca Cola is being interviewed. It is interesting that he highlights engagement as pivotal in keeping employees. Engagement in the classroom is also vital to student performance.
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Three Questions to Begin Transformation to Teacher Leadership - Leading From the Classr... - 3 views

blogs.edweek.org/...ion_to_teacher_leadership.html teachers teacher development leadership
shared by Teachers Without Borders on 27 Mar 12 - No Cached
  • One theme that resonated with me was discussing the knowledge and skill sets needed for teachers beginning to explore their leadership potential. While many schools and districts offer new teacher mentoring programs, there is a lack of formal programs or supports for emerging teacher leaders.
  • Effective teachers develop a range of knowledge and skills from managing a classroom community and helping students learn. But beyond the competence of subject matter knowledge, teachers may also develop skillsets in pedagogy and other areas.
  • teacher leaders need to work collaboratively with administration in order for teacher leadership to be the norm throughout a school.
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  • This normalization of a teacher leadership culture requires administrators dedicated to a distributed school leadership model, but also requires teacher leaders who are able to critically analyze and problem solve school wide issues.
  • "Teacher leaders need to turn around every now and then and look, if no one if following, they are not leading. And knowing a lot about topic is not helpful if it can't be explained in a way that encourages the right people to listen." There is a critical difference between being an "expert" and "leader." Experts know a lot about their area of expertise. But teacher leaders in formal roles are responsible for the direction of a group of people, and apply themselves in a way that allows them to constructively meet the challenges of that responsibility.
  • Teachers Without Borders on 27 Mar 12
     
    Teacher Leader Model Standards
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Creating a learning space for real life, in second life, 2 weeks on. « Learn ... - 0 views

learnonline.wordpress.com/...life-in-second-life-2-weeks-on architecture education home learning leigh blackall second life third places virtual classroom project
shared by Teachers Without Borders on 15 Apr 08 - Cached
  • I don’t believe that institutions are the ideal place for learning. Actually, I think it could be proven so… Instead, I’m going for a family home.. but one that can accommodate up to 15 people if need be
    • Teachers Without Borders
      Teachers Without Borders on 15 Apr 08
       
      In our many conversations over the last few weeks, Leigh has made clear that what he is interested in is a family home that can also be a learning place. Leigh has inspired me to think of everyday places as places for learning. This of course relates to Oldenburg's notion of the third place, except that Leigh is interested increating a kind of a third place in our homes, defined by Oldenburg as our first places. I'm really looking forward to our discussion this weekend in SL because I want to further explore this notion of one's dwelling as an informal learning place that exists not only in addition to the formal places of learning but also, and perhaps primarily, as THE place for learning.
  • disruption through architecture
    • Teachers Without Borders
      Teachers Without Borders on 15 Apr 08
       
      a powerful term! Need to explore this further with Leigh.
  • my design is for a family house that is large enough to host 15 or so people from time to time; that is fully self sufficient in providing for its own energy, water and food needs; that is a system that produces no waste; and that uses building materials and structures that are reused, portable and make minimal impact on the area being occupied
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  • Then I decided to focus on the building design, and for this I’m using discarded 20′ shipping containers as the basis of the building. Shipping containers are great to work with. They are readily available for reuse, reasonably cheap, structurally sound, transportable (obviously), durable, and come in remarkably good dimensions for proportioning an efficient living and working space
  • my insistence to use real life proportions and limitations
  • I have applied permaculture design processes and principles to this project, and thought of the space in Second Life as though it was a real space in real life. I very much enjoy the permaculture design process for its very holistic, even universal design ethic - and given its focus on sustainability and self sufficiency it is also very timely in todays world
  • I am trying to work out how to make it so that all the materials and objects that are used in the build can be packed inside the containers, and that any modifications I make to the containers will not compromise their structural integrity, or ability to be transported
  • To my mind, nothing these days should be built or developed without careful consideration of these issues. Nothing ever should have been actually! But regarding the challenges of designing a learning space, I am using these primary considerations within a frame of Maslow’s hierarchy of needs. Its obvious that if people’s basic survival needs are not being met, then they are not in a very good position to be learning things beyond what it takes to survive. If they are stressed, hungry, or uncomfortable, then we are hardly in an ideal space for learning about abstract concepts or developing new skills. Or if the learning space itself is struggling to pay out money for energy, food, or waste management, then it too is in less of a position to commit to learning. And so it is with a real world sustainability and self sufficiency approach that I’m considering these needs
  • Teachers Without Borders on 15 Apr 08
     
    Leigh Blackall, the first Educator-in-Residence at the Virtual Classroom Project in jokaydia (SL) reflects on the first two weeks of his residency.
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Forming-storming-norming-performing - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...ng-storming-norming-performing pd
shared by Emily Vickery on 16 Nov 08 - Cached
  • The Forming – Storming – Norming – Performing model of group development was first proposed by Bruce Tuckman in 1965, who maintained that these phases are all necessary and inevitable in order for the team to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. This model has become the basis for subsequent models of group development and team dynamics and a management theory frequently used to describe the behavior of existing teams. It has also taken a firm hold in the field of experiential education since in many outdoor education centers team building and leadership development are key goals.
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