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Mary van der Heijden

Module 1: Google Apps Education Edition - Google Apps Education Training Center - 0 views

edutraining.googleapps.com/...module-1

google googleapps professional_development

shared by Mary van der Heijden on 17 Dec 10 - Cached
  • Mary van der Heijden on 17 Dec 10
     
    on line course for google apps
Keri-Lee Beasley

LEARN on Vimeo - 0 views

vimeo.com/27244727

video learn learning teachers global learners professional_development technology

shared by Keri-Lee Beasley on 08 Aug 11 - No Cached
    • Keri-Lee Beasley
      Keri-Lee Beasley on 24 Aug 11
       
      This would be a great video for sharing editing techniques or just to show the sorts of things that people can learn in the world. 
  • Keri-Lee Beasley on 08 Aug 11
     
    One of a beautiful series of 3 videos - Learn, Eat & Move which shows a guy learning things all over the world. Great for promoting lifelong learning - kind of the ideal UWCSEA student really!
Katie Day

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 1 views

chronicle.com/...128789

attention teaching differentiation assessment digital

shared by Katie Day on 26 Aug 11 - No Cached
  • We used a method that I call "collaboration by difference." Collaboration by difference is an antidote to attention blindness. It signifies that the complex and interconnected problems of our time cannot be solved by anyone alone, and that those who think they can act in an entirely focused, solitary fashion are undoubtedly missing the main point that is right there in front of them, thumping its chest and staring them in the face. Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction. It always seems more cumbersome in the short run to seek out divergent and even quirky opinions, but it turns out to be efficient in the end and necessary for success if one seeks an outcome that is unexpected and sustainable. That's what I was aiming for.
  • had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse. There was still a lot of criticism about the lack of peer review in Wikipedia entries, and some professors were banning Wikipedia use in the classroom. I didn't understand that. Wikipedia is an educator's fantasy, all the world's knowledge shared voluntarily and free in a format theoretically available to all, and which anyone can edit. Instead of banning it, I challenged my students to use their knowledge to make Wikipedia better. All conceded that it had turned out to be much harder to get their work to "stick" on Wikipedia than it was to write a traditional term paper.
  • Katie Day on 26 Aug 11
     
    Cathy N. Davidson on experiments at Duke University in instigating digital devices and teaching ..... what the students learned and what she learned....
Jeffrey Plaman

Coding - Google Slides - 1 views

docs.google.com/...edit

coding google slides google apps scripts

shared by Jeffrey Plaman on 16 May 14 - No Cached
  • Jeffrey Plaman on 16 May 14
     
    John Macgowan's slides on intro to Google Apps scripts
Sean McHugh

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 …
Jeffrey Plaman

The Future of Learning NOW - Sat - Google Slides - 2 views

docs.google.com/...edit

future learning slides research brain

shared by Jeffrey Plaman on 05 Oct 14 - No Cached
  • Jeffrey Plaman on 05 Oct 14
     
    Slides from Charlotte Diller's session at Learning 2 on the Future of Learning
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