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Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - 0 views

www.ascd.org/...dents-to-Learn-Without-Us.aspx professional_development technology blogs creativity inquiry learning ascd leadership personalized
shared by Jeffrey Plaman on 23 Apr 12 - No Cached
  • Jeffrey Plaman on 23 Apr 12
     
    "By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most."
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Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints-in-the-Digital-Age.aspx digitalfootprint reputation willrichardson ascd google
shared by Jeffrey Plaman on 10 Feb 12 - Cached
  • these shifts demand that we move our concept of learning from a "supply-push" model of "building up an inventory of knowledge in the students' heads" (p. 30) to a "demand-pull" approach that requires students to own their learning processes and pursue learning, based on their needs of the moment, in social and possibly global communities of practice.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      This is the BIG shift in the way we see our jobs as educators. How much push do you do each day VS how much do students pull if from you? How can we help them want to pull, know where to pull from, etc? How does what we do in class day in and day out change if we believe that THIS is the way we need to be heading?
  • Our teachers have to be colearners in this process, modeling their own use of connections and networks and understanding the practical pedagogical implications of these technologies and online social learning spaces.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      What are we modeling for our students?
  • makes us findable by others who share our passions or interests
  • ...1 more annotation...
  • Get Started!Here are five ideas that will help you begin building your own personal learning network.
    • Jeffrey Plaman
      Jeffrey Plaman on 10 Feb 12
       
      Great ideas on how to get started
  • Jeffrey Plaman on 10 Feb 12
     
    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
  • Jeffrey Plaman on 10 Feb 12
     
    "In the Web 2.0 world, self-directed learners must be adept at building and sustaining networks."
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Educational Leadership:The Transition Years:Positive Digital Footprints - 1 views

www.ascd.org/...sitive-Digital-Footprints.aspx digitalfootprint footprint reputation blogging ascd article
shared by Jeffrey Plaman on 21 Sep 11 - No Cached
  • One of my worst fears as [my children] grow older is that they won't be Googled well. … that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. (p. 16)
  • Students who see digital tools as vehicles for collective action around ideas they believe in are less likely to engage in risky behaviors online because they see social media spaces as forums for learning first and entertainment second
  • begin to paint complex digital portraits of themselves by networking with like-minded peers, joining groups committed to studying topics of deep personal interest to them, and creating products that are an accurate expression of who they are and what they believe in.
  • Jeffrey Plaman on 21 Sep 11
     
    Good article illustrating the need for students to develop a positive digital presence.
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 1 views

www.ascd.org/...eys-to-Effective-Feedback.aspx MYPChat tweet feedback afl
shared by Jeffrey Plaman on 01 Dec 13 - No Cached
  • Jeffrey Plaman on 01 Dec 13
     
    This reading by @GrantWiggins is excellent: Seven Keys to Effective Feedback. http://t.co/znn7EUvSXF #MYPChat
  • Jeffrey Plaman on 01 Dec 13
     
    This reading by @GrantWiggins is excellent: Seven Keys to Effective Feedback. http://t.co/znn7EUvSXF #MYPChat
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Educational Leadership:Teaching Screenagers:Publishers, Participants All - 0 views

www.ascd.org/...lishers,-Participants-All.aspx branding publishing resumes writing online education
shared by Katie Day on 25 Feb 11 - No Cached
  • Katie Day on 25 Feb 11
     
    "This is a world in which public is the new default. Thought leader Michael Schrage (2010) notes that "the traditional two-page résumé has been turned into a 'personal productivity portal' that empowers prospective employers to quite literally interact with their candidate's work." The rules for building your personal brand are changing at light speed. It's not enough to suggest that we have those admirable skills of creativity, initiative, and entrepreneurship; now we have to show them in action online. In short, our résumé is becoming a Google search result, one that we build with the help of others and that requires our participation. Most students are beginning to face this reality without much assistance from the schools charged with preparing them for the world beyond school. That has to change. We need to help students understand more than just the safety and ethics of participating online; we also have to give them opportunities throughout the curriculum to find and follow their passions and publish meaningful, quality work for real global audiences to interact with." Article by Will RIchardson
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Educational Leadership:Reading Comprehension:Making Sense of Online Text - 0 views

www.ascd.org/...king-Sense-of-Online-Text.aspx literacy technology professional_development inquiry reading article online readingworkshop
shared by Keri-Lee Beasley on 14 Sep 11 - Cached
  • Keri-Lee Beasley on 14 Sep 11
     
    One of the biggest things you can do for kids/teachers is help them to understand how to make sense of online text. Excellent article.
  • Louise Phinney on 17 Sep 11
     
    Adolescent readers vary tremendously in their ability to locate, understand, and use information online. 
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Learning Through Reflection - 1 views

www.ascd.org/...arning-Through-Reflection.aspx reflection learning self-assessment
shared by Sean McHugh on 31 Oct 14 - No Cached
  • A defining condition of being human is that we have to understand the meaning of our experience
  • we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection
  • Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
  • ...14 more annotations...
  • Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I (or we) learned from doing this activity?"
  • The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it,
  • Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.
  • in written and oral form
  • To be reflective means to mentally wander through where we have been and to try to make some sense out of it.
  • and journals
  • Habits of Mind
  • ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations
  • the quality of students' reflections changes as children develop their reading and writing skills. When kindergartners were asked to reflect orally, they gave rich descriptions of their work. But as they developed their writing ability and were encouraged to write their own reflections, the reflections became less descriptive. This change puzzled the teachers until they realized that students are more concerned about spelling, punctuation, and other aspects of editing when they first learn to write. Because students do not have a great deal of fluency with their writing, they are more limited in what they describe. In contrast, when meeting with the teacher, the kindergartners elaborated on what they wrote about their work. And once students became more fluent with their writing skills, they were able to represent their reflective thoughts more easily.
  • stereotypical comments such as "This was fun!" or "I chose this piece of work because it is my best." Teachers realized that they needed to spend time teaching students how to reflect. They asked students, "What does a reflection look like when it really tells you something about the experience?"
  • Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience.
  • Students might collect work throughout the year as part of a portfolio process. Every quarter they can review the work in their collection folders and choose one or two pieces to enter into their portfolio. When they make those choices, they can take the opportunity to reflect on the reasons for their choices and to set goals for their next quarter's work.
  • superficial to in-depth reflections. Indicators of in-depth reflections include making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience.
  • Sentence Stems Sentence stems can stimulate reflections. Use them in conferences (where reflection can be modeled), or put them on a sheet for students who choose writing to jump-start their reflections. Here are examples of possible sentence stems: I selected this piece of writing because … What really surprised me about this piece of writing was … When I look at my other pieces of writing, this piece is different because … What makes this piece of writing strong is my use of … Here is one example from my writing to show you what I mean. What I want to really work on to make my writing better for a reader is …
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Education Update:Finding New Ways to Assess Students' Learning:Purposeful Reflection - 0 views

www.ascd.org/...Purposeful-Reflection.aspx
shared by Sean McHugh on 31 Oct 14 - No Cached
  • Purposeful reflection is a critical attribute for innovative lesson planning, for meaningful interaction with adults, for increasing student achievement, for effective supervision and evaluation, for good curriculum design, and for assessment with understanding
  • A reflective school culture, Prolman remarked, makes the "thought muscles" stronger for both teachers and students and is directly related to higher achievement.
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Educational Leadership:Sustaining Change:Getting into the Habit of Reflection - 1 views

www.ascd.org/...o-the-Habit-of-Reflection.aspx education reflection portfolios learning journals
shared by Sean McHugh on 29 Oct 14 - No Cached
  • Life can only be understood backwards; but it must be lived forwards
  • In teaching, as in life, maximizing meaning from experiences requires reflection.
  • Every school's goal should be to habituate reflection throughout the organization—individually and collectively, with teachers, students, and the school community
  • ...8 more annotations...
  • the school needs to create an atmosphere for reflection
  • a time and a place for looking backward and inward, not forward and outward
  • We are going to take a break from what we have been doing, stand back, and ask ourselves, What have we learned from doing our work today?
  • the tradition in education is to simply discard what has happened and move on to new topics. This episodic approach is reflected in both classroom instruction and assessment and in change efforts as schools frantically strive to stay abreast of an array of educational improvements and mandates. Knowledgeable, vigilant, and reflective organizations, however, view school change from a broader perspective—as a process of revealing and emancipating
  • In reflective schools, there is no such thing as failure—only the production of personal insights from one's experiences.
  • which dispositions were you most aware of in your own learning
    • Sean McHugh
      Sean McHugh on 29 Oct 14
       
      Meaningful engagement with the UWCSEA Profile here. 
  • Collecting work provides documentation for comparing students' levels of knowledge and performance at the beginning, middle, and end of a project.
  • Providing sentence stems might stimulate more thoughtful reflections during portfolio conferences (where reflection can be modeled) or as an option for those who need a "jump start" for reflections: I selected this piece of writing because. . . . What really surprised me about this writing was. . . . When I look at my other journal entries, I see that this piece is different because. . . . What makes this piece of writing strong is my use of . . . . Here is one example from my writing to show you what I mean. . . .
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Educational Leadership:Getting Personalization Right:Let's Celebrate Personalization: B... - 0 views

www.ascd.org/...ization@-But-Not-Too-Fast.aspx personalization via:packrati.us via:twitter leadership professional_development
shared by Adrienne Michetti on 08 Mar 17 - No Cached
  • Adrienne Michetti on 08 Mar 17
     
    Still thinking abt this Tomlinson article re: #personalization of learning + have her latest book in front of me https://t.co/CQfFM1Gsk0
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