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Kim McCoy-Parker

Starting With Why: The Power of Student-Driven Learning - 0 views

plpnetwork.com/...-power-student-driven-learning

learning student-driven learning

shared by Kim McCoy-Parker on 25 Jun 13 - No Cached
  • She would thrive after being asked: “What do you want to learn?” “What do you want to read?” “What matters to you?” And then taking her answers and the curricular outcomes and designing a learning plan that incorporated all of this, plus embedded technology.
  • So often in education we focus on the wrong things. Test scores. Marks. Awards.
  • We need to start with why
  • ...6 more annotations...
  • it’s what you do with the content that matters.
  • Memorizing & regurgitating falls miserably short of equipping our students.
  • We’ve made education about manipulation and hoops instead of inspiring our students to pursue learning that matters to them — learning that can help them make a difference in our communities and the world.
  • I believe students are fully competent to be co-creators of their own learning environments. I believe that students can change the world; they are not the future; they are right now. I believe that students need skills that go far beyond the content of most curricula. I believe that students want to learn, but often they lack the environment that sparks the emergence of passionate, life-long learners. I believe that my students have a voice and it should be heard. I believe students can read at their appropriate grade level and still be illiterate. I believe that each of my students has unique talents and interests that should merge with our learning environment at school. I believe my students are not empty vessels waiting to be filled.
  • I believe that my students need to develop metacognitive skills and make their thinking visible. I believe that students are fully capable of differentiating their own learning. I believe my students are creative and can teach me important things. I believe school shouldn’t be a place where young people go to watch older people work hard. I believe, if given the chance and the right support, my students will become more than they ever thought they could be. I believe that once students begin to see their talents and gifts, they will grow in confidence.
  • As a teacher: I believe that my classroom should be a place of joy, engagement, learning and play. I believe that I should be less helpful. I believe that I should ask more questions, and offer fewer answers. I believe that I should model what learning, failing, grit & perseverance look like. I believe that I should take risks, even when I’m afraid. I believe it’s crucial to use content to teach skills. I believe that the most important question I often ask my students is, “What do you need?” I believe that I am not the all-knowing guru, nor do I want to be. I believe I need to be transparent with my learning and who I am. I believe that kids need a life outside of school, so I don’t believe in homework — at least not the rote, meaningless stuff that’s usually assigned.
Child Therapy

Coaching Both Parent And Child - 1 views

I want to see my kid happy and grow to his full potential. That is why, when I see him having trouble opening up to me or to other people, I feel bad as a parent. I feel that I am not doing a good ...

started by Child Therapy on 27 Sep 12 no follow-up yet
Roger Morris

Successfully Launched My writer Career… Thanks John - 1 views

I want to express my gratitude to John who helped me become the writer I want to be. Before meeting him, I thought that I was born to be a novel writer and I almost believed it after receiving 400 ...

started by Roger Morris on 10 Oct 12 no follow-up yet
creative outdoors

Adding Value And Beauty To My Home - 1 views

Last month, I have visited my friend whose outdoor area is truly amazing due to a very lovely outdoor structure. I then thought of having a pergola in my home to enhance my dull backyard. So I ask...

started by creative outdoors on 29 Apr 13 no follow-up yet
Kim McCoy-Parker

5 Questions To Ask Before You Teach Each Class - 1 views

www.soyouwanttoteach.com/sk-before-you-teach-each-class

education

shared by Kim McCoy-Parker on 29 May 13 - No Cached
  • Will my present attitude promote a positive learning atmosphere?Are all my thoughts focused on creating an educational experience throughout the class?Do I exemplify the standards of excellence I expect from my students?Am I properly prepared to make the best use of time by highlighting the growth of every student?Have I dismissed my own agenda of personal considerations so that this class will be directed toward serving students in a disciplined format of meaningful learning?
Roger Morris

The Easiest Way To Earn From Your Books - 1 views

Being a book author, I already know that I could not easily get rich with this career because it takes time to have my books sold. Good thing that I have learned about Kindle Book Publishing and I ...

started by Roger Morris on 15 Sep 12 no follow-up yet
livlivacri

Flocabulary - Educational Hip-Hop - 0 views

www.flocabulary.com/

shared by livlivacri on 16 Nov 14 - Cached
  • livlivacri on 16 Nov 14
     
    Flocabulary is one of my favorite educational tools to use! Such a fun and exciting way for students to learn new things in the classroom! #UNIETD #Flocab #education #futureteacher
  • livlivacri on 16 Nov 14
     
    Flocabulary is one of my favorite educational tools to use! Such a fun and exciting way for students to learn new things in the classroom! #UNIETD #Flocab #education #futureteacher
Kim McCoy-Parker

Feedback for Learning:Seven Keys to Effective Feedback - 1 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment formative

shared by Kim McCoy-Parker on 15 Jun 13 - No Cached
  • Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement.
  • Basically, feedback is information about how we are doing in our efforts to reach a goal.
  • Effective coaches also know that in complex performance situations, actionable feedback about what went right is as important as feedback about what didn't work.
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  • Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions.
  • Information becomes feedback if, and only if, I am trying to cause something and the information tells me whether I am on track or need to change course.
  • Any useful feedback system involves not only a clear goal, but also tangible results related to the goal.
  • in addition to feedback from coaches or other able observers, video or audio recordings can help us perceive things that we may not perceive as we perform; and by extension, such recordings help us learn to look for difficult-to-perceive but vital information. I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher. Concepts that had been crystal clear to me when I was teaching seemed opaque and downright confusing on tape—captured also in the many quizzical looks of my students, which I had missed in the moment.
  • Effective feedback is concrete, specific, and useful; it provides actionable information
  • To be useful, feedback must be consistent. Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances. By extension, if we want student-to-student feedback to be more helpful, students have to be trained to be consistent the same way we train teachers, using the same exemplars and rubrics
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
  • A great problem in education, however, is untimely feedback. Vital feedback on key performances often comes days, weeks, or even months after the performance—think of writing and handing in papers or getting back results on standardized tests. As educators, we should work overtime to figure out ways to ensure that students get more timely feedback and opportunities to use it while the attempt and effects are still fresh in their minds.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • What makes any assessment in education formative is not merely that it precedes summative assessments, but that the performer has opportunities, if results are less than optimal, to reshape the performance to better achieve the goal. In summative assessment, the feedback comes too late; the performance is over.
  • performers are often judged on their ability to adjust in light of feedback. The ability to quickly adapt one's performance is a mark of all great achievers and problem solvers in a wide array of fields. Or, as many little league coaches say, "The problem is not making errors; you will all miss many balls in the field, and that's part of learning. The problem is when you don't learn from the errors."
  • In most cases, the sooner I get feedback, the better.
  • The ability to improve one's result depends on the ability to adjust one's pace in light of ongoing feedback that measures performance against a concrete, long-term goal. But this isn't what most school district "pacing guides" and grades on "formative" tests tell you. They yield a grade against recent objectives taught, not useful feedback against the final performance standards. Instead of informing teachers and students at an interim date whether they are on track to achieve a desired level of student performance by the end of the school year, the guide and the test grade just provide a schedule for the teacher to follow in delivering content and a grade on that content. It's as if at the end of the first lap of the mile race, My daughter's coach simply yelled out, "B+ on that lap!"
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • "no time to give and use feedback" actually means "no time to cause learning."
  • research shows that less teaching plus more feedback is the key to achieving greater learning. And there are numerous ways—through technology, peers, and other teachers—that students can get the feedback they need.
Jeremy Keffer

What is English Education? - 0 views

www.ncte.org/...whatisenglished

unietd education english

shared by Jeremy Keffer on 01 Feb 13 - Cached
  • Jeremy Keffer on 01 Feb 13
     
    Article on the definition of my course of study
Child Therapy

Friendly And Highly Skilled Therapist - 1 views

My eldest daughter who is now eight years old used to be very confident and lively both at home and in school. But lately, I noticed that she was just quiet though her playmates made unnecessary no...

started by Child Therapy on 29 Oct 12 no follow-up yet
Cole Kleinwolterink

My View: Flipped classrooms give every student a chance to succeed - Schools of Thought... - 0 views

schoolsofthought.blogs.cnn.com/...ry-student-a-chance-to-succeed

teaching education flipped flippedclassroom unietd

shared by Cole Kleinwolterink on 27 Jan 12 - No Cached
  • Cole Kleinwolterink on 27 Jan 12
     
    "Flipped classrooms give every student a chance to succeed"
Laura Abney

Laura Abney WebQuest Ben and Me - 1 views

sites.google.com/...llabneywebquest

ben_franklin webquest unietd reading

shared by Laura Abney on 09 Nov 11 - No Cached
  • Laura Abney on 09 Nov 11
     
    This is a WebQuest created for my Educational Technology and Design class at UNI. It is a followup to the book Ben and Me by Richard Lawson
Robin Galloway

Prohibition - YouTube - 1 views

www.youtube.com/watch

secondary unietd-example video youtube social studies

shared by Robin Galloway on 06 Dec 13 - No Cached
  • Robin Galloway on 06 Dec 13
     
    This video was created on iMovie for my Educational Technology & Design class. It is meant for 10th grade students in a US History or Government class. unietd Grade 10 social studies history government
Child Therapy

Developing Self Confidence In Children - 4 views

My husband and I were really worried with the indifference that our second child has been showing. We noticed that she did not like to mingle with other kids in the class. Her teacher even told us ...

started by Child Therapy on 29 Nov 12 no follow-up yet
creative outdoors

Outdoor Space That Adds Value To Your Home - 3 views

started by creative outdoors on 28 Feb 13 no follow-up yet
Paula Winterberg

iLearn Technology » Blog Archive » 31 of My Favorite Digital Storytelling Sites - 0 views

ilearntechnology.com/?p=3190

digitalstorytelling education technology unietd

shared by Paula Winterberg on 03 Jun 13 - No Cached
  • Paula Winterberg on 03 Jun 13
     
    Some great websites working with digital storytelling!
Magda Galloway

My Dystopian Society: The Commune- Food - YouTube - 1 views

www.youtube.com/watch

youtube video digital_story

shared by Magda Galloway on 11 Jun 13 - No Cached
  • Magda Galloway on 11 Jun 13
     
    unietd-example video summer2013
Samantha Coleman

The Perfect Job For Me - 1 views

started by Samantha Coleman on 19 Dec 12 no follow-up yet
creative outdoors

Superb Creative Outdoor Ideas - 1 views

I have always wanted to build a patio to enjoy a lazy afternoon whilst looking out to my garden or where I can enjoy a cup of coffee during weekends as well as an area to receive and entertain gues...

started by creative outdoors on 31 Oct 12 no follow-up yet
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