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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?!
Justin Marriott

Leadership in the 21st Century: The New Visionary Administrator - 1 views

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    How leaders need to evolve or adapt for the 21st century.
Eric Telfer

Six social-media skills every leader needs | McKinsey & Company - 0 views

  • here’s a mismatch between the logic of participatory media and the still-reigning 20th-century model of management and organizations, with its emphasis on linear processes and control. Social media encourages horizontal collaboration
    • Eric Telfer
       
      Corporate culture traditional leadership models still based on the ideals of industrialism- not unlike public education in the US. We need more horizontal classrooms.
  • The dynamics of social media amplify the need for qualities that have long been a staple of effective leadership
    • Eric Telfer
       
      You don't need to throw out the baby with the bath water with social media and traditional leadership traits. 
  • Leaders need to excel at cocreation and collaboration—the currencies of the social-media world
    • Eric Telfer
       
      Value of emotional currency, EQ.
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  • The six dimensions of social-media-literate leadership
    • Eric Telfer
       
      Re- leader as designer, steward, teacher.
  • instant communication
    • Eric Telfer
       
      Not always a desirable attribute- instant communication can equal misinformation and inaccuracies. Take 24-7 news. Misinformation is often disseminated because of the pressure to get the information out quickly, rather than accurately. 
  • ncorporate video streams into their blogs
    • Eric Telfer
       
      Required for class multimedia projects?
  • That unease soon vanished with practice
    • Eric Telfer
       
      As is the case with most switches.
  • Leveraging
    • Eric Telfer
       
      I think that this is one of social media's greatest asset. 
  • Equally important is the skill of creating and sustaining a body of social followers who help to spread and reinforce the message.
    • Eric Telfer
       
      Value of PLNs as leaders in tech integration.
  • n traditional corporate communications, consumption is a mostly passive act: you are pretty much left alone to make sense of messages and to assess their authenticity and credibility. In the social-media realm, information gets shared and commented on within seconds
    • Eric Telfer
       
      Good for efficient leverage, but lends itself to "knee-jerk" reactions. This will cut down on analysis paralysis, though. 
  • engage more closely with stakeholders
    • Eric Telfer
       
      Parents about classroom events, assignments, projects, papers etc...
  • To achieve this goal, leaders must become tutors and strategic orchestrators of all social-media activities within their control
    • Eric Telfer
       
      At school, who is giving us the time to invest in social media literacy for all?
  • agile
    • Eric Telfer
       
      able to change/adapt to emerging (educational) technologies.
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    Nice descriptions of what we are trying to prepare our students for in the work of work, especially with respect to desirable leadership traits and responsibilities in the business world.
Adam Deyo

Educational Leadership:Supporting English Language Learners:From the Ballot Box to the ... - 0 views

  • Opponents of the anti-bilingual-education measures see bilingualism as a social, economic, cultural, and academic advantage for first- and second-generation immigrants. They do not see bilingualism as an obstacle to societal integration of new immigrant populations; on the contrary, they believe that students who study and learn in two languages and become fully proficient and literate in their home language and in English can enjoy the richness and values of two linguistic systems and two cultural traditions that complement and enhance each other.
  • In fact, sociological and educational research supports the notion that immigrant students who retain their bilingual skills and their ties to their parents' culture of origin are more academically successful and socially well-adapted in the long term than their peers who become English monolinguals (Portes & Rumbaut, 2001). These researchers concluded that "forced march assimilation" policies for educating immigrant youth are counterproductive.
  • It is left up to educators to sort out myth from reality.
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  • School administrators and teachers grappling with the often confusing and contradictory premises of these popular initiatives can draw on three useful sources of information: (1) meta-analyses of research studies regarding program effectiveness and instructional practices that support and enhance achievement, (2) studies of the initiatives' effect on English language learners' English language acquisition and academic achievement, and (3) databases that compile language assessments administered to large populations of English language learners over time and across grade levels. Several myths about the instruction of English language learners do not stand up to scrutiny when examined through the lens of this research base.
  • The "One-Size-Fits-All" Myth
  • Schools throughout the United States use a variety and range of theoretically sound programs to meet the needs of their specific populations of English language learners, who vary in demographic and linguistic characteristics.
  • For instance, bilingual programs are appropriate and effective in schools that serve concentrations of students who use a common native language
  • In many schools, however, English language learners speak a number of different native languages; such schools often use English as the common language of content-area instruction. Therefore, some state agencies and language-minority educators advocate a mix of services and program types in response to each school district's demographic mix—an approach that contradicts the state laws requiring a default model of sheltered English immersion
  • The "Language of Instruction" Myth
  • But according to Education Week, cumulative and comparative studies based on National Assessment for Educational Progress (NAEP) scores suggest that statewide mandates limiting bilingual education in California, Arizona, and Massachusetts have produced "less-than-stellar" results (Zehr, 2008, p. 10).
  • Proponents of the ballot initiatives mandating sheltered English immersion argue that bilingual education is the reason for low levels of English proficiency among immigrant students—especially Latinos, the group served by the vast majority of the bilingual programs.
  • (Parrish, Pérez, Merickel, & Linquanti, 2006). The study found that students participating in English-only education programs had no statistically significant advantage in terms of academic achievement over those in bilingual education programs that parents chose through the waiver process under the law.
  • Thus, ballot initiatives have not realized their goal of improving English language learners' academic achievement.
  • In denying the injunction against the implementation of Proposition 227, the U.S. District Court in Valeria G. v. Wilson (1998) ruled that structured English immersion was based on delivery of English language and content instruction that was "sequential" rather than "simultaneous."
  • This focus is based on the belief that the "problem" facing these students is essentially a "language problem.
  • K-12 Program Continuity and Coherence Programs for English language learners must be proven models with a demonstrated track record. Programs must have long-term goals and continuity in the curriculum as students move up through the grade levels. As students' listening, speaking, reading, and writing skills in English grow, the focus of instruction should shift, and instruction should be differentiated according to students' language levels (Mora, 2006). Differentiating the curriculum in this way requires monitoring students' progress toward performance benchmarks in English language proficiency, literacy, and content-area learning (Gottlieb & Nguyen, 2007)
  • Targeted Professional Development Educators must view the education of language-minority students as a shared responsibility. Teachers must have ample professional preparation in how to use appropriate curricular materials and teaching strategies to promote English language learners' achievement. Both new and experienced teachers need intensive professional development above and beyond the teacher education coursework required by the state credential and certificate programs. For example, teachers should be knowledgeable about second-language acquisition and cross-linguistic transfer so that students learning in their second language can capitalize on the commonalities in literacy with their native language, regardless of whether their instruction is in dual languages.
  • Local school districts must have the freedom and support to establish sheltered English immersion programs and/or bilingual education programs depending on community values, parental choice, and available resources. Policies must allow flexibility in use of students' native languages—especially for development of literacy skills. In states with anti-bilingual mandates, local jurisdictions should apply liberal and open interpretation of petition and waiver requirements to support parent empowerment and involvement in program selection.
  • Research-Based Policies to Replace Politically Based Policies
Jill Abair

Tablets in the Classroom A Practical Guide to Planning and Deploying Large-Scale Table... - 0 views

  • To provide students with a more engaging, individualized learning experience, Central Unified is transitioning from traditional textbooks and working with a publisher to develop customized, interactive learning materials that will adapt to students’ learning levels and abilities.
  • BYOD policy
  • . CCSD had the tablets preconfigured and installed a district image and set of district apps,
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  • it worked best to have consistency across schools,
  • Through the pilot, we learned that even though consistency is good, we need to give the students as much flexibility and freedom as possible so they can personalize the device and put the apps they want on it. That way they have ownership and feel responsible for the device.
  • The initial deployment includes tasks such as asset tagging, kitting and custom imaging. The tablets are removed from their retail packaging and assembled into “kits” as necessary — for example, adding a headset and case — and given an initial charge
  • A tablet initiative should involve extensive professional development and training for teachers and IT/support staff
  • Involve teachers in the planning process.
  • Provide teachers with a variety of opportunities
  • Don’t neglect professional development/training on new equipment for technology staff
  • Procure a stockpile of replacement devices to prevent learning from grinding to a halt due to a device problem
  • Areas to measure include attendance, student engagement, teacher and student feedback on the
  • learning experience, student outcomes, test scores, levels of independent learning and use of collaboration
  • TABLET INITIATIVE CHECKLIST
Torey Olson

The Biggest “Game-Changer” in Education | The Principal of Change - 0 views

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    cc licensed ( BY ) flickr photo shared by Kate Ter Haar Recently, Jon Samuelson and I were having a conversation and he asked me, "What do you see as the big 'game changer' in education?" I hate th...
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)
pwarmack

Microsoft Word - expert_report_final.doc.pdf - 0 views

  • The need for the curriculum to be embedded into the academic curriculum was mentioned by almost all experts. The idea that information literacy could or should be taught in isolation from an academic discipline was not advocated.
  • Collaboration between academics, teachers, learning developers and librarians, not only in terms of drawing up the curriculum but also teaching it, was suggested.
  • Academics are involved in developing a curriculum to meet the University’s learning and teaching strategy, assisted by librarians and educational developers. The academics are embedding it in the curriculum with advice from the librarians. This means that students don’t see something separately labeled “information literacy” as opposed to academic learning.
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  • . should be embedded within the core subject discipline curriculum so that examples can be course specific and that info lit can be made apparent at point of need and not as a separate (and poorer) cousin.
  • to allow different teachers to adapt the curriculum to their own teaching style.
  • I believe information literacy has to be context‐sensitive both in subject but also individual experience.
  • he need to build on knowledge over time and to ‘scaffold’ the learner with greater levels of support in their first year or at critical points in their career was highlighted. However,it was important for the curriculum to be coherent and to ‘fit together’ and as one expert said:
  • No longer should the library be trying to sell its resources as part of information literacy instruction. Rather than focusing on resources, IL instruction should be focusing on habits of mind. Librarians’ role as a guide through the information landscape should not be touted but demonstrated.
  • The IL curriculum needs to consider the whole students information experience – skills are just one aspect.
  • Collaboration between different groups of staff was considered to be extremely important in terms of the successful implementation of any information literacy strategy or curriculum.
  • student‐centred approach’.
  • experts were clear that information literacy should be timed to happen at the point of need, but also that it should extend beyond simple induction.
  • Effort needs to be made to embed IL into the curriculum at later stages as well.
  • scalable approach.
  • Collaboration between library staff and academics was widely advocated, with many experts recognizing the role that learning developers, IT staff and also students could play.
  • work together to integrate it into the learning experience.
  • Many experts felt it was critical to the success of a programme that an audit of student abilities was carried out at the outset, to help better understand the needs of the students and any gaps in their knowledge. It would also help in planning more meaningful sessions, as otherwise itwas very easy to make assumptions about what students might know
  • the concerns of the different stakeholders were considered.
  • For students the key is to make them see that IL expertise will improve their grades. Students will respond to this most of all. There is some evidence that the term ‘information literacy’ has no currency with students (maybe not academics either), so while we can use it to coordinate efforts within the library, avoid using it externally. We need to show how the library adds value ‐ and increases marks.
  • Librarians are no longer seen simply as gatekeepers of information, but partners with faculty helping to facilitate learning.
  • The experts talked about a reluctance by some librarians to regard teaching as part of their role and a lack of confidence around more discursive teaching techniques
  • there is a danger ofconfusing IT awareness with information literacy.
  • the digital natives literature has vastly over‐rated info skills of young people, and also they may think they have better skills than they do. At the same time you have to appreciate that some students will be highly skilled online and any introduction that begins at too basic a level will put them off.
  • Experts agreed that independent learning and information literacy were closely linked: Information literacy creates an independent learning style which can become a self sustainable habit thorough life which must surely be considered as a desirable graduate attribute.
  • Experts were unanimous in the need to include evaluation skills in the information literacy curriculum.
  • Rather, it emphasises the need for students to appreciate a wide range of resources used by researchers in their field, although some of those described below might be valuable for students in a variety of different academic disciplines.
  • intense, deep research skills are lacking. Being able to find not just "good enough" sources but the best sources is critical.
  • Many librarians might traditionally regard managing information as being solely about bibliographic management, but file management, management of web resources and also developing an understanding of how to keep up to date, should form a fundamental part of the curriculum.
  • Traditionally this might include an understanding of plagiarism, and citation and referencing techniques.
  • Sharing information appropriately also forms part of the ethical use of information.
  • The need to present like someone on TED talks. Is presentation an information literacy skill? It's a digital literacy skill. Being literate in the tools, modes and reach of your presentations (slideshare, podcast, recording and rights.)
  • I don’t know howyou get across to people that it’s not simply about finding the answer, it’s finding your voice to make a valid answer.
  • Managing your online identity, web presence or ‘digital footprint’
  • rodusage ‐ not a consumer but not a producer either ‐ ideas of production and consumption are pre‐internet concepts. Forces of publication/dissemination now much more wide‐spread, democratized. “Produsers” produce and use at the same time. IL is beginning to sound a bit stale
  • I suppose the idea of synthesising information from different sources – students really struggle with this ‐ the ideasof looking at two different sources and evaluate them – even if its not evaluating for quality, they might both have different opinions about something. Compare and contrast – that idea.
  • Part of it is developing citizens that are aware and socially conscious ... being an information conscious person and an IL person when it comes to elections and major issues like a referendum.... It’s ina much broader sense we are talking about when we talk about IL.
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