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Mary van der Heijden

Mathematically Speaking | kindergartenlife - 3 views

kindergartenlife.wordpress.com/mathematically-speaking

shared by Mary van der Heijden on 11 Nov 12 - No Cached
  • Mary van der Heijden on 11 Nov 12
     
    One of the most powerful things I have learned is how amazing young children are in their thinking around mathematical concepts.  In Kindergarten I began developing a culture that not only had examples and artifacts of our learning, but ways for children to begin to use "math talk", which is the language I began modeling in explicit ways for children to see and began to practice in their own understanding of the concepts we are exploring. Through daily, explicit modeling through our daily number corner, math dyads and other mathematical work stations the children began to apply their understanding in meaningful ways throughout the day which has helped to build self-confidence in all of the children. What is important to understand here is that I did have to add something new onto my already full plate, but rather this was an opportunity to learn some new tools and a different way of thinking about what I was already teaching. This is one example of  where I started to see how rigor and relevance applied in my teaching and how vital it is and has become in my daily teaching practice.
Sean McHugh

How a Radical New Teaching Method Could Unleash a Generation of Geniuses | WIRED - 1 views

www.wired.com/...all

education motivation teaching method professional_development technology TEL

shared by Sean McHugh on 24 Sep 14 - No Cached
  • he had happened on an emerging educational philosophy, one that applies the logic of the digital age to the classroom. That logic is inexorable: Access to a world of infinite information has changed how we communicate, process information, and think.
  • In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills.”
  • That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.
  • ...6 more annotations...
  • “So,” Juárez Correa said, “what do you want to learn?”
  • human cognitive machinery is fundamentally incompatible with conventional schooling. Gray points out that young children, motivated by curiosity and playfulness, teach themselves a tremendous amount about the world. And yet when they reach school age, we supplant that innate drive to learn with an imposed curriculum.
  • inland pared the country’s elementary math curriculum from about 25 pages to four, reduced the school day by an hour, and focused on independence and active learning. By 2003, Finnish students had climbed from the lower rungs of international performance rankings to first place among developed nations.
  • n Finland, teachers underwent years of training to learn how to orchestrate this new style of learning; he was winging it. He began experimenting with different ways of posing open-ended questions on subjects ranging from the volume of cubes to multiplying fractions.
  • Juárez Correa had mixed feelings about the test. His students had succeeded because he had employed a new teaching method, one better suited to the way children learn. It was a model that emphasized group work, competition, creativity, and a student-led environment. So it was ironic that the kids had distinguished themselves because of a conventional multiple-choice test. “These exams are like limits for the teachers,” he says. “They test what you know, not what you can do, and I am more interested in what my students can do.”
  • They do it by emphasizing student-led learning and collaboration
  • Sean McHugh on 24 Sep 14
     
    In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills." That's why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn't a commodity that's delivered from teacher to student but something that emerges from the students' own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion-and uncovering a generation of geniuses in the process.
Louise Phinney

108 Ways to Use Word Clouds in the Classroom…Word Clouds in Education Series:... - 5 views

21centuryedtech.wordpress.com/...uds-in-education-series-part-2

wordle wordcloud resources

shared by Louise Phinney on 22 May 12 - No Cached
  • Louise Phinney on 22 May 12
     
    There is more to Word Clouds then Wordle! welcome to a series of posts devoted to the use of Word Clouds. I know you will find new information… whether you are a seasoned user of word clouds, or brand new. I enjoy working with teachers and helping them use word clouds in their lessons because they are a great way to get any teacher started with integrating technology.  In the last post you discovered  12 Tips in Using Wordle. In fact you may wish to read it if you have not as of yet. This post will share 108 ways for educators to use word clouds in the classroom. 
Louise Phinney

Making Learning Visible - 1 views

www.pz.harvard.edu/mlv

making learning visible inquiry

shared by Louise Phinney on 25 Jun 12 - No Cached
  • Louise Phinney on 25 Jun 12
     
    "Most of us are in groups all the time. But are these groups learning groups? When does a group become a learning group? Can a group construct its own way of learning? Can documenting children's learning lead to new ways of learning? These are some of the questions addressed in the research project, Making Learning Visible (MLV). MLV draws attention to the power of the group as a learning environment and documentation as a way to see and shape how and what children are learning. MLV is based on collaborative research conducted by Project Zero researchers with teachers from the Municipal Preschools of Reggio Emilia, Italy, and preschool through high school teachers and teacher educators in Massachusetts."
Sean McHugh

Anyone Still Listening? Educators Consider Killing the Lecture | MindShift - 0 views

blogs.kqed.org/...s-consider-killing-the-lecture

professional_development

shared by Sean McHugh on 04 Aug 13 - No Cached
  • Studies show lecturing to be an effective tool for transferring information
  • the dilemma whether to kill the lecture is “the million dollar question in education
  • But the majority of higher education seems to be moving in the opposite direction, toward project-based and student-led work, especially for time spent in class.
  • ...1 more annotation...
  • the lecture is no longer the only way to transfer important information. “Ever since the Middle Ages, the primary vehicle for conveying information was the lecture,” he said. “But this is the 21st century, and there are so many ways to convey information, it’s not the necessity it once was.” Students don’t learn by listening, they learn by doing
  • Sean McHugh on 04 Aug 13
     
    ... the lecture is no longer the only way to transfer important information. "Ever since the Middle Ages, the primary vehicle for conveying information was the lecture," he said. "But this is the 21st century, and there are so many ways to convey information, it's not the necessity it once was." Students don't learn by listening, they learn by doing, 
Louise Phinney

Are We Wringing the Creativity Out of Kids? | MindShift - 0 views

blogs.kqed.org/...ing-the-creativity-out-of-kids

creativity

shared by Louise Phinney on 05 Dec 12 - No Cached
  • Louise Phinney on 05 Dec 12
     
    "One such intervention: "We have to expand our notion of what productivity means," said Lehrer. "Right now we are grooming our kids to think in a very particular way, which assumes that the right way to be thinking is to be attentive, to stare straight ahead-which is why we diagnose 20 percent of kids in many classrooms as having attention deficit disorders, when the research is actually more complicated.""
debbie diaz

44 Better Ways To Use Smartphones In The Classroom - 0 views

www.teachthought.com/...e-smartphones-in-the-classroom

mobile_devices edtech collaboration

shared by debbie diaz on 11 Jan 13 - No Cached
  • debbie diaz on 11 Jan 13
     
    44 Better Ways To Use Smartphones In The Classroom Use Smartphones to Collaborate
Jeffrey Plaman

Quirky Makes Invention Accessible - 0 views

www.quirky.com

crowdsourcing design innovation ideas Invention social

shared by Jeffrey Plaman on 10 May 13 - Cached
  • Jeffrey Plaman on 10 May 13
     
    For centuries, becoming an "inventor" has been a hard gig to crack. Complexities relating to financing, engineering, distribution, and legalities have stood in the way of brilliant people executing on their great ideas. Since launching in 2009, Quirky has rapidly changed the way the world thinks about product development.
Keri-Lee Beasley

Two Techie Teachers: Digital Interactive Notebooks: Spruce Up Your Literacy Instruction - 0 views

2techieteachers.blogspot.sg/...ctive-notebooks-spruce-up.html

book_creator writing tcrwp writingworkshop digital_writing

shared by Keri-Lee Beasley on 14 Mar 16 - No Cached
  • Keri-Lee Beasley on 14 Mar 16
     
    Create a keynote template, export to Book Creator, share between iPads and have students make a copy. Really good way to get authentic student voice in student writing. "Anytime students can find or take real-time photos, it connects themselves to the text in a meaningful way. "
Louise Phinney

10 Photography Quotes that You Should Know - 1 views

www.digital-photography-school.com/photography-quotes

quotes

shared by Louise Phinney on 26 Jan 12 - No Cached
  • Louise Phinney on 26 Jan 12
     
    " Beauty can be seen in all things, seeing and composing the beauty is what separates the snapshot from the photograph. - Matt Hardy You often don't or can't see beauty in the world until someone shows it to you. Take a look around you just now - even without moving from the computer. Can you see something in a new way, a different way of presenting something common? Just take a look again…
Louise Phinney

Tagxedo: Amazing Word Cloud Generator And 101 Ways To Use It… Word Clouds in ... - 1 views

21centuryedtech.wordpress.com/...uds-in-education-series-part-4

tagxedo

shared by Louise Phinney on 23 Jul 12 - No Cached
  • Louise Phinney on 23 Jul 12
     
    101 ways to use Tagxedo
Keri-Lee Beasley

5 Ways Students Can Visually Explore the News - 3 views

www.freetech4teachers.com/...ents-can-visually-explore.html

humanities news visuals visual_literacy currentevents socialstudies

shared by Keri-Lee Beasley on 10 Feb 12 - No Cached
  • Keri-Lee Beasley on 10 Feb 12
     
    From Free Technology for Teachers, this blog post highlights 5 ways students can visually explore the news. Great for humanities
Louise Phinney

Behind the Scenes, Part 2 - Creating a Rubric | Scholastic.com - 1 views

www.scholastic.com/...-scenes-part-2-creating-rubric

creating rubric

shared by Louise Phinney on 09 Mar 12 - No Cached
  • Louise Phinney on 09 Mar 12
     
    One way to empower students is to involve them in the process of analyzing their learning and evaluating their work. When they do, true learning takes place, way beyond the intended curriculum. READ ON to see how you can create rubrics with your students to evaluate student-created videos, writing, or other projects. Included are two examples of rubrics my kindergarten students made to evaluate their digital photo story and our class movie.
Keri-Lee Beasley

Is Your Writing Pinteresting? 3 Uncommon Ways to Curate Literary Characters - Brilliant... - 0 views

www.brilliant-insane.com/...urate-literary-characters.html

writing writingworkshop visual_literacy characters pinterest technology professional_development literacy

shared by Keri-Lee Beasley on 10 May 15 - No Cached
  • Keri-Lee Beasley on 10 May 15
     
    A visually-rich way of developing characters for writing using Pinterest.
Keri-Lee Beasley

Using New Technology to Rediscover Traditional Ways of Learning | Edutopia - 0 views

www.edutopia.org/...l-ways-learning-stacey-goodman

visual_literacy literacy technology storytelling gesture dance

shared by Keri-Lee Beasley on 01 Sep 15 - No Cached
  • Keri-Lee Beasley on 01 Sep 15
     
    Mobile tech helps us reconnect with traditional ways of learning: Oral storytelling Visual literacy Gestures, dance & the body
Jeffrey Plaman

Decoding Digital Pedagogy, pt. 2: (Un)Mapping the Terrain - Hybrid Pedagogy - 1 views

www.hybridpedagogy.com/...ogy-pt-2-unmapping-the-terrain

pedagogy BlendedLearning technology professional_development

shared by Jeffrey Plaman on 27 May 15 - No Cached
  • Jeffrey Plaman on 27 May 15
     
    "Digital pedagogy calls for screwing around more than it does systematic study, and in fact screwing around is the more difficult scholarly work. Digital pedagogy is less about knowing and more a rampant process of unlearning, play, and rediscovery. We are not born digital pedagogues, nor do we have to be formally schooled in the ways of digital pedagogy. There's lots to read on the subject, but we can't just read our way into it; there is no essential canon. In fact, expert digital pedagogues learn best by forgetting - through continuous encounters with what is novel, tentative, unmastered, and unresolved."
Katie Day

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

www.edweek.org/...01richardson.h04.html

teaching 21stcenturylearning

shared by Katie Day on 17 Oct 10 - No Cached
  • You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
  • Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.
  • What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • ...6 more annotations...
  • Secondly, I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom.
  • There’s a great book called Rethinking Education in an Era of Technology by Allan Collins and Richard Halverson. For me, these guys absolutely peg it. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized, everybody-does-the-same-thing model in the 20th century. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • What we have to do is build a professional culture that says, “Look, you guys are learners, and we’re going to help you learn. We’re going to help you figure out your own learning path and practice.” It’s like the old “give a man a fish” saying. You know, we’re giving away a lot of fish right now, but we’re not teaching anybody how to fish.
  • If you were a principal, in order to foster network literacy as you envision it, what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like, and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. You can’t workshop it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. It’s got to be long-term, job-embedded. So, if I’m a principal, I would definitely be thinking about how I could get my teachers into online learning communities, into these online networks. And again, from a leadership standpoint, I’d better be there first—or, if not first, at least be able to model it and talk about it.
  • But the other thing is, if you want to have workshops, well, that’s fine, go ahead and schedule a blogging workshop, but then the prerequisite for the workshop should be to learn how to blog. Then, when you come to the workshop, we’ll talk about what blogging means rather than just how to do it.
  • If you were starting a school right now that you hoped embodied these qualities, what traits would you look for in teachers? Well, certainly I would make sure they were Googleable. I would want to see that they have a presence online, that they are participating in these spaces, and, obviously, that they are doing so appropriately. Also, I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. I would also look for people who aren’t asking how, but instead are asking why. I don’t want people who say, “How do you blog?” I want people who are ready to explore the question of, “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing.
Katie Day

RSA - Opening Minds - British educational initiative - 0 views

www.thersa.org/...opening-minds

uk teaching learning 21stcenturylearning

shared by Katie Day on 18 Oct 10 - Cached
  • Katie Day on 18 Oct 10
     
    "Opening Minds aims to help schools to provide young people with the real world skills or competencies they need to thrive in the real world. It is a broad framework through which schools can deliver the content of the national curriculum in a creative and flexible way so that young people leave school able to thrive in and to shape the real world. Opening Minds was developed by the RSA at the turn of the millennium in response to a belief that the way young students were being educated was becoming increasingly detached from their needs as citizens of the 21st century."
Louise Phinney

Telling Time in Many Ways - 1 views

www.parent-homework-help.com/...telling-time-in-many-ways

shared by Louise Phinney on 04 Oct 11 - No Cached
  • Louise Phinney on 04 Oct 11
     
    Canadian teacher, turned American tutor, Laurie Laurendeau, found herself being asked by parents about various ways in which they can help their children at home with Math concepts.  So she started a blog to address many of these questions.  Laurie targets parents of students in Kindergarten to Grade 3, and writes a new blog each week and covers all the strands of Math (Number Sense, Measurement, Computation, Geometry, Problem-Solving).
Keri-Lee Beasley

A Difference: You, Your Kids, and Your Phones - 1 views

adifference.blogspot.ca/...your-kids-and-your-phones.html

technology digital_citizenship digital_literacy parents safety

shared by Keri-Lee Beasley on 02 Mar 15 - No Cached
  • Keri-Lee Beasley on 02 Mar 15
     
    Digital Citizenship isn't an expression often heard outside of school. The ways in which it's discussed in main stream media are quite different from how it's discussed in schools. Most often the popular press shares sensational negative stories how kids use the internet and their phones to hurt each other. We have to have open and honest conversations about how things can and have gone wrong and what we can do to make things better in the aftermath of things like cyber bullying, online harassment, or sexting. That said, it's a far more powerful message to talk to kids and parents about how engendering empathy helps us understand each other so we choose not to hurt each other. It's also important to share stories and ideas how our modern mobile technologies empower us to effect positive change in the world around us in ways that weren't possible 10 or 15 years ago. We have to move beyond stranger danger and scare tactics. Sharing frightening stories (often overstated) does nothing to model positive outcomes or move the conversation to discussions of how to deal with something gone wrong. Kids need more models of empathy and empowerment. Parents do too.
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