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Emily Vickery

willrichardson a web of connections - 0 views

willrichardson.wikispaces.com/

presentation willrichardson culture pd pln

shared by Emily Vickery on 16 Nov 08 - No Cached
  • A Web of Connections: Why the Read/Write Web Changes Everything
  • Emily Vickery on 16 Nov 08
     
    Will's presentation on Why the Read/Write Web Changes Everything
  • Emily Vickery on 16 Nov 08
     
    Will's presentation on Why the Read/Write Web Changes Everything
riss leung

Diigo in Education - 2 views

www.slideshare.net/...iigo-in-education-presentation

diigo reference slideshare

shared by riss leung on 14 Nov 09 - Cached
  • riss leung on 14 Nov 09
     
    A great presentation on using Diigo in education.
Colleen Broderick

6 powerful strategies for paradigm-shifting teacher PD | Connected Principals - 7 views

connectedprincipals.com/...6088

professional leadership learning collaboration

shared by Colleen Broderick on 23 Aug 12 - No Cached
  • Colleen Broderick on 23 Aug 12
     
    "http://www.pecha-kucha.org/" open space technology giving time to present
Emily Vickery

What Will Classroom Learning Look Like? - 0 views

google.com/...BDR-CSgoQ5pOGiNwj

pd future trends

shared by Emily Vickery on 30 Dec 08 - Cached
  • Emily Vickery on 30 Dec 08
     
    Sign up for Will's presentation--EduCon 2.1. January 2009
Emily Vickery

MA21stCenturyLearning » nais - 0 views

ma21stcenturylearning.wikispaces.com/nais

nais 21stcenturylearning learningcommunity

shared by Emily Vickery on 01 Mar 09 - No Cached
  • Emily Vickery on 01 Mar 09
     
    Presentation wiki page: The National Association of Independent Schools
H. Hampson

Introduction to Twitter for Educators - 0 views

www.slideshare.net/...ction-to-twitter-for-educators

twitter socialmedia web2.0 slideshare

shared by H. Hampson on 03 Sep 09 - Cached
  • H. Hampson on 03 Sep 09
     
    Straightforward presentation by Samantha Morra.
Emily Vickery

Bloom's Taxonomy - Emerging Perspectives on Learning, Teaching and Technology - 0 views

projects.coe.uga.edu/...index.php

bloom assessment

shared by Emily Vickery on 15 Nov 08 - Cached
  • During the 1990's, a former student of Bloom's, Lorin Anderson, led a new assembly which met for the purpose of updating the taxonomy, hoping to add relevance for 21st century students and teachers. This time "representatives of three groups [were present]: cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists" (Anderson, & Krathwohl, 2001, p. xxviii). Like the original group, they were also arduous and diligent in their pursuit of learning, spending six years to finalize their work. Published in 2001, the revision includes several seemingly minor yet actually quite significant changes. Several excellent sources are available which detail the revisions and reasons for the changes. A more concise summary appears here. The changes occur in three broad categories: terminology, structure, and emphasis.
Teachers Without Borders

"Teacher training in climate change education is in its infancy" | Education | United N... - 0 views

www.unesco.org/...ge_education_is_in_its_infancy

teacher education teachers teacher development climate environment

shared by Teachers Without Borders on 10 Aug 11 - No Cached
  • UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011
  • In a nutshell, the course is designed to give teachers confidence in facilitating  CCESD inside and outside the classroom so that they can help young people understand the causes and consequences of climate change, bring about changes in attitudes and behaviors to reduce the severity of future climate change, and build resilience  in the face of climate change that are already present.
  • First, it helps teachers to understand the causes, dynamics and impacts of climate change through a holistic lens. Second, teachers are exposed to a range of pedagogical approaches that they can use in their own school environment. This includes engagement in whole school and school-in-community approaches. Third, teachers can develop their capacities to facilitate students’ community based learning.  Fourth, teachers can develop future oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning..    
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  • The course is needed precisely because teaching about climate change is such a demanding task. Teachers need to understand what and how to teach about the forces driving climate change as well as its impacts on culture, security, well-being and development prospects. Their role is to show young people how they and their communities can respond to the threat.
  • Teachers Without Borders on 10 Aug 11
     
    "Teacher training in climate change education is in its infancy" ©Fumiyo Kagawa In advance of the tenth anniversary of the Rio Earth Summit (Rio+20), UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011.
Teachers Without Borders

The School Leader as Bricoleur: Developing Scholarly Practitioners for Our Schools - 0 views

cnx.org/latest

bricoleur pd practitioner inquiry professional identity leadership scholarship

shared by Teachers Without Borders on 21 Aug 09 - No Cached
  • Bricoleur, as presented herein, is used metaphorically and in a postmodern or post-formal (Kincheloe & Steinberg, 1999) sense to represent methods, practices and cultural materials that the scholar-practitioner uses as s/he interacts in the complex web of relationships among knowledge, inquiry, practice, and learning
  • The result of the bricoleur’s methods of practice is a bricolage (Denzin & Lincoln, 2000), a construction that arises from the reflexive interactions of different types of knowledge, mediating artifacts, and methods in relation to the social contexts, cultural patterns, and social actions and activities that comprise the daily events of the school.
  • First, the construct of scholar-practitioner leadership is examined, providing a background for exploring the intricacies of scholarly practice through the metaphor of bricoleur.
  • ...12 more annotations...
  • alternative epistemology of inquiry as practice, wherein the leader as scholar and his or her leadership practice are inseparable from scholarly and critically oriented inquiry.
  • not that of an aloof official imposing, authoritatively, educational ends and methods. He will be on the lookout for ways to give others intellectual and moral responsibilities, not just for ways of setting tasks for them . . .
  • More recently, efforts have been undertaken to reexamine the meaning of “scholar” within the context of educational leadership2 preparation and practice (Anderson & Jones, 2000; Jenlink, 2001b, 2001c; Riehl, et al., 2000). Preparing educational leaders as scholars invests largely in understanding a “scholar” as someone who values inquiry.
  • Relatedly, scholar-practitioner leadership, as a construct, represents a complex set of relationships among inquiry, knowledge, practice, and theory. These relationships have a critical intersect of the core value for and understanding of a “new scholarship”.3 This “new scholarship” defines practice, knowledge, and inquiry within the practice-based world of teachers and administrators, acknowledging the value of “local theory” and “knowledge-of-practice.” Also shaping the conceptual and practical meaning of scholar-practitioner leadership is a dimension of criticality that transforms leadership practice into leadership praxis.
  • In contrast, learning to lead for the scholar-practitioner is concerned less with transitional orientations of knowledge and inquiry and more with engaging in a “new epistemology” of knowledge and practice articulated through the inquiry as praxis.
  • A central element in scholar-practitioner leadership is criticality, which, depending on the degree of criticality, transforms inquiry, knowledge and practice.
  • The ideal degree of scholarly practice for school leaders seeking to create democratic learning communities would exist at a point along the primary axis, moving outward to a level of inquiry and/or knowledge-of-practice.
  • The criticalist “attempts to use his/her work as a form of social or cultural criticism” (Kincheloe & McLaren, 1994, p. 139). As a criticalist, the school leader engages in his or her work through leadership praxis5 guided by inquiry that is reflective, ethical, critical, and intentional. Praxis-oriented scholarly practice refers to “activities that combat dominance and move toward self-organization and that push toward thoroughgoing change in the practices of . . . the social formation” (Benson, 1983, p. 338).
  • A critical leadership praxis is also concerned with inequity and injustice that surface within the curricula and instructional systems of schools, as well as asymmetrical power relations that all too shape student and teacher identities along ideological lines that work to control and disadvantage some while advantaging others
  • leadership praxis is emancipatory, “grounded in a critical consciousness, which will manifest itself in action that will always be becoming emancipatory” (Grundy, 1993, p. 174). For the educational leader as criticalist, the question is not “Am I emancipated and how can I emancipate my staff?” but rather ”How can I engage in forms of critical, self-reflective and collaborative work which will create conditions so that the people with whom I work can come to control their knowledge and practice?” (p. 174).
  • The word bricoleur and its cognate bricolage come from bricole, a corruption of which is the English term brick wall. The root word of bricole means rebound. Bricoleur, as Levi-Strauss (1966) has noted, is “used with references to some extraneous movement” (p. 16)—movement in physical terms such as a ball rebounding off a wall, in sociological terms the social interaction in activities, and in psychological terms the interacting and cognitive rebounding of ideas, concepts, and feelings experienced as one individual works in relationship to others.
  • Noting the association with Baudelaire, bricolage, as Norris (1987) suggests, is a French word that refers to the “ad hoc assemblage of miscellaneous materials and signifying structures” (Levi-Strauss, quoted in Norris, p. 134). The bricoleur works in association with his or her culture and the material practices and artifacts available in the culture. Spivak (1976) says “the bricoleur makes do with things that were meant perhaps for other ends” (p. xix). Weinstein and Weinstein (1991) explain the bricoleur as a person who is “practical and gets things done” (p. 161). As Norris (1987) notes of the bricoleur, s/he is “happy to exploit the most diverse assortment of mythemes—or random combinartory elements” (p. 134).
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