Skip to main content

Home/ techleadership/ Group items tagged strategies

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Eric Telfer

Spotlight on Ed-Tech Strategies for K-12 Leaders - 0 views

www.edweek.org/...trategies-for-k12-leaders.html

education technology leadership future

shared by Eric Telfer on 07 Jul 13 - No Cached
  • Eric Telfer on 07 Jul 13
     
    Teachers and students are already driving change, and it's up to technology leaders to harness it for improved student learning and assessment. In this Spotlight, learn how ed-tech leaders are balancing the benefits and drawbacks of a "flipped" model of instruction, handling school innovation and social media communications, and ensuring districts are tech-ready for the common core's online assessments.
stephanie karabaic

School Leadership: Resource Roundup | Edutopia - 2 views

www.edutopia.org/-principals-teachers-resources

PLN Leadership articles

shared by stephanie karabaic on 16 Jul 13 - No Cached
  • slangevin on 16 Jul 13
     
    Whether you're an administrator or a teacher leader, you will find some great advice and tips in this list of videos, blogs, and articles on school leadership.
  • stephanie karabaic on 15 Jul 14
     
    For principals and other school administrators, this list of videos, blogs, and articles includes advice and tips on effective leadership strategies, partnering with teachers, and cultivating and retaining strong leaders.
  • stephanie karabaic on 15 Jul 14
     
    For principals and other school administrators, this list of videos, blogs, and articles includes advice and tips on effective leadership strategies, partnering with teachers, and cultivating and retaining strong leaders.
elleneoneil

Education World: Using Technology | Electronic Portfolios in the K-12 Classroom - 0 views

www.educationworld.com/...tech111.shtml

EDCI325 Change-project e-portfolios portfolio classroom

shared by elleneoneil on 11 Feb 17 - Cached
  • Be realistic about your design and expectations. • Make use of relevant models. • Instill a sense of ownership in the students creating the portfolios. • Communicate implementation strategies and timelines clearly. • Be selective in design and strategy. • Allow for continuous improvement and growth. • Incorporate assessment stakeholders in all phases and components of your efforts; that is, make sure portfolio content meets the needs of those assessing the work.
    • elleneoneil
      elleneoneil on 11 Feb 17
       
      Some good things to think about. Maybe narrow some of these down to be good guidelines for teachers to keep in mind
  • purposeful collection
    • elleneoneil
      elleneoneil on 11 Feb 17
       
      purposeful
  • . Over time, a student selects items from the working portfolio and uses them to create a display portfolio. Finally, the student develops an assessment portfolio, containing examples of his or her best work, as well as an explanation of why each work is significant.
    • elleneoneil
      elleneoneil on 11 Feb 17
       
      Progression of how an e-portfolio evolves
  • ...3 more annotations...
  • Selection: the development of criteria for choosing items to include in the portfolio based on established learning objectives. Collection: the gathering of items based on the portfolio's purpose, audience, and future use. Reflection: statements about the significance of each item and of the collection as a whole. Direction: a review of the reflections that looks ahead and sets future goals. Connection: the creation of hypertext links and publication, providing the opportunity for feedback.
    • elleneoneil
      elleneoneil on 11 Feb 17
       
      Great example steps!
  • Electronic portfolios are more popular in higher education than in K-12, Barrett added, because they require access to technology in classrooms.
    • elleneoneil
      elleneoneil on 11 Feb 17
       
      we have 1:1 in 4-6
  • based on what is important to them, their unique knowledge, and their unique skills.
Becky Seymour

STOP cyberbullying: What is cyberbullying, exactly? - 0 views

stopcyberbullying.org/_is_cyberbullying_exactly.html

cyberbullying edci325 EER

shared by Becky Seymour on 29 Jul 14 - No Cached
  • Becky Seymour on 29 Jul 14
     
    Detailed discussion of what cyberbullying is, along with possible motivating factors of cyberbullys. Offer prevention strategies as well.
Becky Seymour

Classroom Collaboration Using Social Bookmarking Service Diigo (EDUCAUSE Quarterly) | E... - 0 views

www.educause.edu/...cial-bookmarking-service-diigo

edci325 social_bookmarking diigo PD project

shared by Becky Seymour on 09 Aug 14 - No Cached
  • Becky Seymour on 09 Aug 14
     
    Article on social bookmarking including integration strategies.
stephanie karabaic

5 Strategies For Engaging Students With Video - 0 views

www.teachthought.com/...s-engaging-students-with-video

engage students netflix generation EDCI325

shared by stephanie karabaic on 02 Aug 14 - No Cached
  • stephanie karabaic on 02 Aug 14
     
    engage netflix generation
Torey Olson

Personalized Learning - 0 views

edglossary.org/personalized-learning

EDCI325 PD artifact

shared by Torey Olson on 05 Aug 14 - No Cached
  • Torey Olson on 05 Aug 14
     
    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, …
pwarmack

Microsoft Word - expert_report_final.doc.pdf - 0 views

#EDCI325 #Change-Project #InfoLit

shared by pwarmack on 11 Feb 18 - No Cached
  • 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.
  • ...33 more annotations...
  • . 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.
w00tfish

Cognitive bias cheat sheet - 0 views

betterhumans.coach.me/-bias-cheat-sheet-55a472476b18

bias communication thinking

shared by w00tfish on 29 Jan 17 - No Cached
  • 20 unique biased mental strategies that we use for very specific reasons.
  • Information overload, lack of meaning, the need to act fast, and how to know what needs to be remembered for later.
Eric Telfer

Radical Curriculum Sharing at the Open High School of Utah | Edutopia - 0 views

www.edutopia.org/...n-source-classroom-todd-finley

EDCI325Change-Project english resources curriculum

shared by Eric Telfer on 11 Jul 13 - No Cached
  • integrating Web 2.0 technologies, like those that follow, would help her students succeed in the 21st centur
    • Eric Telfer
      Eric Telfer on 11 Jul 13
       
      I think we have to do this and PLPs will reinforce the necessity for teachers to be equipped with the skills and dispositions to teach them to all students.
    • Eric Telfer
      Eric Telfer on 11 Jul 13
       
      Color-coded lesson plans are "the best"- peer reviewed?
    • Eric Telfer
      Eric Telfer on 11 Jul 13
       
      Virtual Library of Instruction- access to curricular plans that align with CCSS and you can quickly create a scope and sequence with the essential questions and broad, overarching themes for the academic year- paperless.
  • ...5 more annotations...
  • The age of comprehensive drag-and-drop curriculum planning is here
    • Eric Telfer
      Eric Telfer on 11 Jul 13
       
      More than one department from one school? Curriculum sharing between different schools in different districts? This is the true target of authentic collaboration and PLNs.
  • The Virtual Library of Instruction (11) hosts many excellent unit plans designed at the University of Georgia's by Dr. Peter Smagorinsky's secondary English majors. Scroll down to see units listed by grade. Titles listed in pink are the best.
  • At Teaching That Makes Sense (TTMS.org) (12), Steve Peha has created a ridiculous amount of materials useful for writing instructors
    • Eric Telfer
      Eric Telfer on 11 Jul 13
       
      Personal interest in improving strategies surrounding writing instruction (CLAs, expository writing, SBAC constructed responses).
  • Some of the sites I discovered were created by college professors and might be too difficult for students who are not academically gifted. Nonetheless, there are treasures here
  • Technology still hasn't solved the biggest time crunch: reading, responding, and grading essays. "And let me tell you," she laughs, "My grading inbox is frightening." Nor does technology alleviate the need for her presence "They want me there, commenting. But I can't always be there as much as I want to be."
    • Eric Telfer
      Eric Telfer on 11 Jul 13
       
      WriteToLearn and similar grading software (Intelligent Essay Assessor, Criterion) will become an option for teachers to grade elements of an essay that can be "counted".
Adam Deyo

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

www.ascd.org/...llot-Box-to-the-Classroom.aspx

edci325 EER ELL

shared by Adam Deyo on 28 Jul 13 - No Cached
  • 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.
  • ...16 more annotations...
  • 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
Jeffrey Badillo

Transforming Education with Technology - 1 views

www.ascd.org/...Education-with-Technology.aspx

technology leadership engagement transform

shared by Jeffrey Badillo on 06 Jul 13 - No Cached
  • In addition to addressing the digital divide, we need to address the pedagogical divide.
  • online connected communities of practice where people can grapple with a problem together, share what they have learned, develop a solution together, and connect with experts who can provide research, information, and strategies.
  • The challenge for teachers is to understand the opportunities new technology provides
  • ...2 more annotations...
  • I think that digital literacy has three parts. The first is the ability to use information well—to find it, consume it, analyze it, and leverage it to solve a problem. The second part of digital literacy is the ability to use media and digital technologies to communicate and collaborate effectively.
  • Third, and arguably the least understood, is the development of digital citizenship
  • Chelsea Turley on 06 Jul 13
     
    Article from Ed Leadership (2011) with a conversation with Karen Cator from the Office of Educational Technology about important EdTech topics and the national vision for schools
  • Jeffrey Badillo on 25 Jan 15
     
    Great interview on using tech to leverage change.
teachpoint0

What Works for Differentiating Instruction in Elementary Schools | Edutopia - 0 views

www.edutopia.org/d-instruction-replication-tips

technology differentiate elementary

shared by teachpoint0 on 21 Jan 15 - Cached
  • Customizing your teaching to suit each child makes eminent sense. Kids are different, they learn differently, so we should teach them differently, right? But when you're staring out at 20 or 30 students as individual as snowflakes, you may find yourself asking that ever-daunting question: "How?" The short answer is: one step at a time. Teachers at Forest Lake Elementary School in Columbia, South Carolina, have made it their mission for the past decade to differentiate instruction for their diverse students. They started small, and they've grown and honed their strategies each year. Here are their tips -- combined with some advice from Edutopia bloggers and members of the Edutopia community -- on how you can get started. And please use the comments field below to ask questions and add your own suggestions!
Joy Ray

20 Pros and Cons of implementing BYOD in schools - 0 views

www.securedgenetworks.com/...f-implementing-BYOD-in-schools

EDCI325 technology Change-Project tools leadership

shared by Joy Ray on 02 Feb 15 - No Cached
  • Joy Ray on 02 Feb 15
     
    BYOD (bring your own device) is where you allow your students and staff to use personal mobile devices on your school wireless network. I'm sure you've heard of it, because it's spreading through schools faster than juicy gossip in a tiny town.
Joy Ray

8 Studies Show iPads in the Classroom Improve Education - 0 views

www.securedgenetworks.com/...he-Classroom-Improve-Education

EDCI325 technology education Change-Project leadership ipad classroom

shared by Joy Ray on 02 Feb 15 - No Cached
  • Joy Ray on 02 Feb 15
     
    Since their release in April of 2010, Apple's iPads have taken the US by storm. iPads have swept through almost every industry, especially education. Apple is pushing for iPad use in education, and several schools across the US have taken up the charge. The proliferation of iPads in the classroom will only keep accelerating.
Joy Ray

Differentiate Instruction Using Google Apps - Electronic Brains - 0 views

www.electronicbrains.ca/...fferentiation-with-google-apps

EDCI325 EER differentiated instruction

shared by Joy Ray on 12 Mar 15 - No Cached
  • Joy Ray on 12 Mar 15
     
    Theories that Inspire Great Instruction As a trained Special Education teacher, I have always believed that it is essential to offer a variety of learning strategies and project opportunities to the students in my classroom.
Leah Starr

4 Powerful Formative Assessment Tools For The Chromebook Classroom - Edudemic - 0 views

www.edudemic.com/ent-tools-chromebook-classroom

formative assessement technology tool EDCI325 change-project daily5 readersworkshop

shared by Leah Starr on 09 Jul 14 - No Cached
    • Leah Starr
      Leah Starr on 09 Jul 14
       
      Quick overview of what formative assessment it.
  • This process is meant to measure where students are in the learning process by applying a diagnostic tool, usually in the form of questions
  • The information obtained could then be used to modify teaching and learning activities with the goal of helping improve student comprehension.
  • ...11 more annotations...
  • Socrative is an easy to use and engaging way to assess student learning.
  • Socrative uses a “room” system, and students enter a teacher’s “room” to begin an assessment.
    • Leah Starr
      Leah Starr on 09 Jul 14
       
      Tutorial for Socrative.
  • Assessments can include traditional, open response or multiple choice quizzes, exit tickets, and even the fast paced Space Race group activity.
  • This assessment tool allows me to push out a multitude of questions via a form – which is much like a survey. Student answers then populate into a spreadsheet – and that is where the fun begins.
  • Ask quiz questions to compare evidence of understanding with student self assessments.
  • Students can use their Chromebooks to play this active and absorbing game.
    • Leah Starr
      Leah Starr on 09 Jul 14
       
      Create formative assessments through Google Form for each reading strategy taught. This can be used to create small groups based on need.
  • Students give feedback about their understanding in private and in real time. This means teachers can identify needs as they occur.” Justin Mann, the app’s developer, told me during a recent meeting.
  • adding colored backgrounds to answers that are wrong, so that I can instantly pinpoint which kids are grasping the concepts and which ones need further intervention
  • This technique, which I learned from an innovative educator, Jennie Magiera, allows me to quickly differentiate my instruction as I get real time information about student comprehension
  • Leah Starr on 09 Jul 14
     
    Examples of quick formative assessments that can be used with Chromebooks!
Nathan Gingras

10 Tips for Teaching English-Language Learners | Edutopia - 0 views

www.edutopia.org/...anguage-learners-ayanna-cooper

EDCI325 EER equity ellchat esl

shared by Nathan Gingras on 03 Aug 14 - No Cached
  • 1. Know your students
  • 2. Be aware of their social and emotional needs
  • 3. Increase your understanding of first and second language acquisition
  • ...7 more annotations...
  • 4. Student need to SWRL every day in every class
  • 5. Increase your understanding of English language proficiency
  • 6. Know the language of your content
  • 7. Understand language assessments
  • 8. Use authentic visuals and manipulatives
  • 9. Strategies that match language proficiency
  • 10. Collaborate to celebrate
1 - 20 of 25 Next ›
Showing 20▼ items per page