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Torey Olson

Personalized Learning - 0 views

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    The term personalized learning, or personalization, refers to a diverse variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual students. Personalized learning is generally seen as an alternative to so-called "one-size-fits-all" approaches to schooling in which teachers may, …
leahammond

Student Rights and Responsibilities in the Digital Age: A Guide for Public School Stude... - 0 views

  • You have the right to express yourself online, whether you are writing e-mails, posting to a blog, updating a homepage, or talking in a chat-room. Yet you also are responsible for your actions as they affect others
  • The U.S. Constitution and the Washington Constitution guarantee freedom of expression for everyone, including students. Students do not give up their constitutional rights when they walk onto school grounds. Whether you want to comment on a new school rule, gay rights, teen pregnancy, or the latest national news, you have the right to express your ideas, including those that are controversial. But there are limits
  • such as giving a sexually suggestive speech at a school assembly, or promoting illegal drug use at a school functio
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  • But in most situations, school administrators and teachers cannot prevent you from saying something just because it is controversial.
  • true threat A defamatory statement Obscene
  • True Threats Whether you are in school or not, online or in-person, the right to free speech does not protect speech that a reasonable person would interpret as a serious expression of your desire and ability to harm him/her.
  • Defamatory Statements The right to free speech also does not protect false personal attacks against another person that are untrue, that harm someone's reputation, and that you knew, or should have known, were untrue when you said or wrote it.
  • Obscene Speech The right to free speech does not protect speech that deals with sex in a manner appealing to purely lustful interests in a patently offensive manner, and without serious literary, artistic, political, or scientific value.
  • For speech to be considered a "true threat," it must be something that a reasonable person would interpret as a serious expression of an intention to harm him/her.
  • If the school provides students with an e-mail address, it can impose rules on its use. For example, it can require that the address be used only for school-related purposes and can prohibit using the account in a way that interferes with another student's learning, such as sending flames or bullying messag
  • It may also monitor what you view, send, or receive on school-provided computers or e-mail account
  • Your school may prohibit all access to the Internet on any computer. Or your school may prohibit using school computers to access the Internet, including sites such as Facebook or YouTube, or using Hotmail or Gmail accounts, if school officials believe access is disruptive to the schoo
  • When you are using the school's computer and Internet access, school officials can see what you are sending and receiving onlin
  • Check your personal e-mail or non-school-related websites outside of school, on your own time, with a computer that does not belong to the school.
  • But merely because you are off campus, you are not free to say just anything. Remember, state and federal laws make it illegal to post threats of violence against a person or to advocate certain illegal action
  • Posting information on the Internet can be like publishing it in the newspaper. If the website is public, anyone can look at i
  • Keep in mind that school officials, college admissions officers, and potential employers are free to look at it.
  • Other people could take your posting and copy it to another website where you can't delete it
  • What's more, what you put on a public website may stay on the Internet foreve
jessvanorman

infed.org | Peter Senge and the learning organization - 0 views

  • The basic rationale for such organizations is that in situations of rapid change only those that are flexible, adaptive and productive will excel. For this to happen, it is argued, organizations need to ‘discover how to tap people’s commitment and capacity to learn at all levels’ (ibid.: 4).While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement. Furthermore, people may lack the tools and guiding ideas to make sense of the situations they face. Organizations that are continually expanding their capacity to create their future require a fundamental shift of mind among their members.
  • Personal mastery. ‘Organizations learn only through individuals who learn. Individual learning does not guarantee organizational learning. But without it no organizational learning occurs’ (Senge 1990: 139). Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively’ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea.
  • But personal mastery is not something you possess. It is a process. It is a lifelong discipline. People with a high level of personal mastery are acutely aware of their ignorance, their incompetence, their growth areas. And they are deeply self-confident. Paradoxical? Only for those who do not see the ‘journey is the reward’. (Senge 1990: 142)
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  • If organizations are to develop a capacity to work with mental models then it will be necessary for people to learn new skills and develop new orientations, and for their to be institutional changes that foster such change. ‘Entrenched mental models… thwart changes that could come from systems thinking’ (ibid.: 203). Moving the organization in the right direction entails working to transcend the sorts of internal politics and game playing that dominate traditional organizations. In other words it means fostering openness (Senge 1990: 273-286). It also involves seeking to distribute business responsibly far more widely while retaining coordination and control. Learning organizations are localized organizations (ibid.: 287-301).
  • it’s the capacity to hold a share picture of the future we seek to create’ (1990: 9). Such a vision has the power to be uplifting – and to encourage experimentation and innovation. Crucially, it is argued, it can also foster a sense of the long-term, something that is fundamental to the ‘fifth discipline’.
  • When there is a genuine vision (as opposed to the all-to-familiar ‘vision statement’), people excel and learn, not because they are told to, but because they want to. But many leaders have personal visions that never get translated into shared visions that galvanize an organization… What has been lacking is a discipline for translating vision into shared vision – not a ‘cookbook’ but a set of principles and guiding practices. The practice of shared vision involves the skills of unearthing shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than compliance. In mastering this discipline, leaders learn the counter-productiveness of trying to dictate a vision, no matter how heartfelt. (Senge 1990: 9)
  • By attending to purpose, leaders can cultivate an understanding of what the organization (and its members) are seeking to become. One of the issues here is that leaders often have strengths in one or two of the areas but are unable, for example, to develop systemic understanding. A key to success is being able to conceptualize insights so that they become public knowledge, ‘open to challenge and further improvement’ (ibid.: 356).
  • In a learning organization, leaders are designers, stewards and teachers. They are responsible for building organizations were people continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is they are responsible for learning…. Learning organizations will remain a ‘good idea’… until people take a stand for building such organizations. Taking this stand is the first leadership act, the start of inspiring (literally ‘to breathe life into’) the vision of the learning organization. (Senge 1990: 340)
  • In essence, ‘the leaders’ task is designing the learning processes whereby people throughout the organization can deal productively with the critical issues they face, and develop their mastery in the learning disciplines’ (ibid.: 345).
  • One of the important things to grasp here is that stewardship involves a commitment to, and responsibility for the vision, but it does not mean that the leader owns it. It is not their possession. Leaders are stewards of the vision, their task is to manage it for the benefit of others (hence the subtitle of Block’s book – ‘Choosing service over self-interest’). Leaders learn to see their vision as part of something larger. Purpose stories evolve as they are being told, ‘in fact, they are as a result of being told’ (Senge 1990: 351). Leaders have to learn to listen to other people’s vision and to change their own where necessary. Telling the story in this way allows others to be involved and to help develop a vision that is both individual and shared.
  • People need to be able to act together. When teams learn together, Peter Senge suggests, not only can there be good results for the organization, members will grow more rapidly than could have occurred otherwise.
  • It is about fostering learning, for everyone. Such leaders help people throughout the organization develop systemic understandings. Accepting this responsibility is the antidote to one of the most common downfalls of otherwise gifted teachers – losing their commitment to the truth. (Senge 1990: 356)
Leah Starr

The Path to Digital Citizenship | Edutopia - 0 views

  • oday's networked world gives everyone a voice, a digital space, a bullhorn to be heard. While this freedom of expression is nothing new to our society, the medium is taking us into uncharted territory.
  • One of the key issues is teaching kids offline before they jump into an online world. They need to know the harsh realities of a networked world, to discern between their real offline personality and tailored online personality, and to understand that both personalities should be the same.
  • They still need to know how to play nicely together, share, not tease or say hurtful things -- and they need to transfer these offline skills to a digital space as well.
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  • Have students create something on a large easel paper (a drawing, poem, short sentence, etc.). Once completed, ask them walk around the room as if they were in a museum and make comments on each creation. This is a great way of having students comment in public and provide authentic feedback that is constructive and not hurtful.
  • Generate safe usernames Discuss the difference between personal and private information Explain why there are logins and passwords for some hardware, software and websites Describe why stealing information and other people's creations is the same as stealing tangible items Use technology to explore personal interests Demonstrate to others how to use technology tools in ways that assist rather than prevent learning
njcaswell

The Personality Compass - at a glance - 1 views

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    A personality test that focuses on group dynamics and leadership. Good activity for when forming working groups, or at any time to build empathy within a group.
njcaswell

Compass Points: North, South, East, and West - School Reform Initiative - 0 views

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    A lesson/activity plan for a leadership/group dynamics personality test. A more straightforward version of "The Personality Compass," or could be used in conjunction with.
Emily Wood

5 Apps to Transform Teaching and Personalize Learning | Edutopia - 0 views

  • Knowing how to craft learning experiences that meld technology with the curriculum is key to crafting digital-age lessons.
  • tudent-centered, personalized learning and shifting away from traditional teacher-centered classrooms.
  • The material appears on any student device, whether tablet, phone, or computer. The formative component allows teachers to embed quizzes, polls, a draw feature, and open-ended responses into the lesson.
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  • Teachers immediately see the data and can share student work back to their screens in just a click. This is a powerful way for students to see peer responses and explain their reasoning.
  • These features transform how teachers provide feedback to students
  • Discrete differentiation personalizes the learning
  • provide math interventions during the same block of instructional time.
    • Emily Wood
       
      Able to mix "whole group" instruction with tier 2 interventions.
  • digital portfolio app that allows them to view and comment upon one another's work
  • Everyone is thrilled to receive comments from classmates. Seesaw portfolios are also easy to share with parents.
  • places students at the center of learning.
mjheald

UDL Guides Personalized Learning to Meet Common Core | Rethinking Learning - Barbara Bray - 2 views

  • The importance of this strategy is that both the teacher and the learner understand who the learner is and how they learn best. The learner and the teacher uses the UDL lens to personalize learning. So what does that look like? Here are two eighth grade students and their Personal Learner Profiles.
  • s an avid reader, likes to write descriptively, and enjoys drawing. is anxious when she speaks in front of others. forgets the sequence, moral and message of the sto
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    by Barbara Bray and Kathleen McClaskey Universal Design for Learning (UDL) is used to design curriculum, lessons and instruction based on the diversity of the learners in their classroom.
anonymous

What Kind of Leader Are You? Traits, Skills and Styles - 4 views

  • The autocratic style is one in which a single person takes control and makes decisions, directing others in his or her chosen course of action. Lewin’s team found that this was the most unsatisfactory leadership style with the youth groups. In a democratic leadership style, one person takes control but is open to group input, often allowing the group to make decisions and collectively assign tasks. This leader guides rather than directs. This was the most popular leadership style in the youth groups and garnered the greatest positive response. With the laissez-faire approach, the person in charge stepped back and did nothing. He or she provided no direction or guidance. The group was disorganized and unproductive.
  • Modern leadership traits and skills Since the advancement of situational leadership, a number of other leadership styles have been identified. Peter Economy, also known as "The Leadership Guy," recently listed the qualities of today's best leadership in an Inc.com article. He encourages embodiment of these merits at all times to achieve phenomenal results. They are: Decisiveness Awareness Focus Accountability Empathy Confidence Optimism Honesty Inspiration
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    This was really interesting because it talked about situational leadership and how all of the listed kinds are great in different situations. It opened my eyes a bit to see how not one style is the right style.
Chelsea Turley

Why It's Time To Build A Powerful Personal Learning Network | Edudemic - 0 views

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    This was interesting to read- another person's opinion about the capacities of twitter for professional learning
Torey Olson

Jane McGonigal (@avantgame) on Twitter - 0 views

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    This is her Twitter Profile. I like reading from her personal webpage better, but just in case anyone is interested...
Kelly Wilson

Gary Shattuck (EdTechLeader) on Twitter - 0 views

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    I chose to follow this person because his posts were relevant to what I am interested in learning about
Michael Oquendo

Kids Rules for Online Safety | SafeKids.com - 0 views

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    This is a great resource for internet safety because it puts all of the information in the first person. Kids can take ownership of these "rules" for being safe on the internet.
Jill Dawson

Three Sizzling Ways to Expand Your Personal Learning Networks This Summer | Common Sens... - 0 views

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    Some tips for building your PLN, with some new ideas that I didn't see in our discussion posts.
Michael Oquendo

Internet Safety - 1 views

  • Many Internet service providers (ISPs) provide parent-control options to block certain material from coming into a computer.
  • Become computer literate and learn how to block objectionable material.
  • Bookmark kids' favorite sites for easy access.
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  • Be aware that posting messages to chat rooms reveals a user's email address to others.
  • Never trade personal photographs in the mail or scanned photographs over the Internet.
  • Never reveal personal information, such as address, phone number, or school name or location.
  • pedophiles may encourage kids to call them; with caller ID the offenders instantly have the kids' phone numbers.
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    This site gives an overview of internet safety and also goes in-depth on several key issues such as chat rooms and cyberbullying.
Kelly Wilson

Steven W. Anderson (web20classroom) on Twitter - 0 views

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    I'm suggesting we follow Steven W. Anderson as he seems to post quite a few relevant technology resources and ideas.
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    I chose to follow this person because he has so many exciting and new ideas!
stephanie karabaic

How Your Digital Footprint Can Hurt You | Lisa Ostrikoff - 1 views

  • Consider this: anyone, complete strangers included, can tell a great deal about you via your digital footprint; that is, the trail you leave behind when you share updates, post pictures or check into places via social media. It's very likely you're broadcasting what you look like, where you work, where you've been, who you know, what you like to do, and of course, your opinions on a variety of topics.
  • I've seen business owners and personal contacts tarnish their reputations with a few words or a few clicks, not fully realizing the power of the digital world we now live in.
  • Every picture you post, every status or page you like, and every update you share is essentially announcing to the world who you are, permanently.
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  • any companies, including my own, use search engines and social media to dig up information about potential candidates. What are we looking for? We're hunting down information to potentially validate your resume, to find out if you walk your talk and to learn more about you, as a person.
  • t's critical now, more-so than ever, to educate our employees, colleagues and especially children, that what they say or do online is permanent.
leahammond

True Grit: The Best Measure of Success and How to Teach It | Edutopia - 0 views

  • predict academic success
  • “Grit Scale”
  • grit is a better indicator of GPA and graduation rates. (IQ, however, is very predictive of standardized test scores.)
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  • Some would argue that grit is inherent in Albert Bandura’s research on self-efficacy, and that resilience is also part of i
  • tackling grit in my classroom and school.
  • Read Books About Grit
  • Talk About Grit
  • Share Examples
  • elp Students Develop a Growth Mindset
  • rol Dweck from Stanford University teaches us that students who have a growth mindset are more successful than those who think that intelligence is fixed. 5. Reframe Problems Using stories and examples from Malcom Gladwell's book David and Goliath, we talk about "desirable difficulties." Students need perspective about problems to prevent them from giving up, quitting or losing hope. 6. Find a Framework I use Angela Maiers' Classroom Habitudes as my framework. The KIPP framework specifically includes grit as one of its seven traits. Find one that works for your school and includes clear performance values. 7. Live Grittily You teach with your life. Perhaps that is why Randy Pausch's Last Lecture and David Menasche's Priority List resonate. These teachers used their own battle with death itself as a way to teach. But you don't have to die to be an effective teacher. Our own work ethic yells so loudly that kids know exactly what we think about grit. 8. Foster Safe Circumstances That Encourage Grit Never mistake engaging, fun or even interesting for easy. We don't jump up and down when we tear off a piece of tape because "I did it." No one celebrates easy, but everyone celebrates championships and winners because those take grit (and more). We need more circumstances to help kids to develop grit before they can "have it." Tough academic requirements, sports and outdoor opportunities are all ways to provide opportunities for developing grit. Verena Roberts, Chief Innovation Officer of CANeLearn says: One of the best ways to learn about grit is to focus on outdoor education and go out into the wild. Grit is about not freaking out, taking a deep breath, and moving on. 9. Help Students Develop Intentional Habits Read about best practices for creating habits, because habits and self-control require grit. 10. Acknowledge the Sacrifice Grit Requires Grit takes time, and many students aren't giving it. In their 2010 paper "The Falling Time Cost of College", Babcock and Marks demonstrate that, in 1961, U.S. undergraduates studied 24 hours a week outside of class. In 1981, that fell to 20 hours, and in 2003, it was 14 hours per week. This is not to create a blame or generation gap discussion, but rather to point out the cost of being well educated. We are what we do, and if we study less and work less, then we will learn less. Educators Need Grit Now we as teachers just need the grit to do whatever it takes to turn education around, and that starts with hard work and our own modern version of true grit. Teaching it and living it is now front and center in the education conversation. Vicki Davis @coolcatteacher's Profile Sign in or register to post Sign in to vote! (3) The Educational Benefits of GritThe character traits of determination, adaptability and reflection add up to a critical 21st century skill.<< Previous Next >> Learn More About Education Trends Latest Reconnecting Adults With Playful Learning A New Must-Read for All Educators Google for Educators: The Best Features for Busy Teachers What Is Personalization, Really? 20 Top Pinterest Tips Vicki Davis @coolcatteacher Computer Fundamentals, Computer Science and IT Integrator from Camilla, GA follow: http://www.facebook.com/coolcatteacherhttp://www.twitter.com/coolcatteacherhttps://plus.google.com/+VickiDavishttp://www.youtube.com/coolcatteacher/http://www.linkedin.com/in/coolcatteacher/http://www.pinterest.com/coolcatteacher Related Tags: Education TrendsCollege ReadinessResilience and GritCharacter EducationAll Grades In This Series T
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    How and why to teach students grit
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    Grit! Who knew?!
Jill Dawson

Role of Tech Integrationist - AHS Technology Integration - 0 views

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    I like the way this person features video tutorials to assist educators in his/her building. I am looking at this site as an example of how one might choose to create a presence and communicate in a digital format, to augment their role of working alongside classroom teachers.
Cally Flickinger

A Guide To Crafting The Perfect Next Gen PD Model | EdSurge News - 0 views

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    Personalized staff pd and vision statement 
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