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Jeffrey Plaman

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.
Sean McHugh

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. . . .
Sean McHugh

Stop Taking Notes And Pay Attention | Synergy Tutoring - 0 views

synergytutoring.wordpress.com/...taking-notes-and-pay-attention

notes learning

shared by Sean McHugh on 13 Mar 16 - No Cached
  • It is amazing to me that the practice of note-taking in class is so widespread, given how ineffective it is
  • Unfortunately, if you try to take notes while you are listening, and then try to study from your notes later, you are receiving half-way exposure twice that doesn’t even add up to a whole
  • The philosophy of note-taking is patently absurd when you really think about it. The idea is that in class, the teacher verbally recites relevant facts, while students are supposed to split their attention between listening and writing them down, essentially taking dictation and creating a very low-fidelity personal copy of their textbook on the fly. Then the students are supposed to go home and re-learn (or learn for the first time) the information that the teacher gave them in class from this hastily constructed replica.
  • ...1 more annotation...
  • If you have spent your time in class trying to write things down rather than listening fully, of course you won’t remember what was said, and will feel later like you have to rely on your notes.
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