Skip to main content

Home/ Wasatch/ Group items tagged books

Rss Feed Group items tagged

Sara Wilkie

21st Century Skills: Learning for Life in Our Times: Bernie Trilling, Charles Fadel: 97... - 0 views

  •  
    "The new building blocks for learning in a complex world This important resource introduces a framework for 21st Century learning that maps out the skills needed to survive and thrive in a complex and connected world. 21st Century content includes the basic core subjects of reading, writing, and arithmetic-but also emphasizes global awareness, financial/economic literacy, and health issues. The skills fall into three categories: learning and innovations skills; digital literacy skills; and life and career skills. This book is filled with vignettes, international examples, and classroom samples that help illustrate the framework and provide an exciting view of twenty-first century teaching and learning. Explores the three main categories of 21st Century Skills: learning and innovations skills; digital literacy skills; and life and career skills Addresses timely issues such as the rapid advance of technology and increased economic competition Based on a framework developed by the Partnership for 21st Century Skills (P21) The book contains a DVD with video clips of classroom teaching. For more information on the book visit www.21stcenturyskillsbook.com."
cynthiahori

Popular ADHD Books | Read About Learning Disabilities - NCLD - 0 views

  •  
    Have read driven to distraction but not the others - I have my work cut out for me! Pick a book or an article to read to help you understand this very misunderstood condition.
Sara Wilkie

iTunes - Books - The iPad Is Not a PC by Jonathan Nalder - 0 views

  •  
    "The iPad is not a PC. As obvious as that sounds, if the only computer you've ever used was mainly a box on a desk, or ran a desktop operating system with a physical keyboard attached, its only natural that the ways you attempt to use a new device will be dictated by the old paradigm. Instead of just sticking with such an approach, this book looks at the different ways that the PC and iPad have been designed to work, and then detail new ways that the iPad can be used for workflows not work. "
Sara Wilkie

'The Objective of Education Is Learning, Not Teaching' - Knowledge@Wharton - 0 views

  •  
    "In their book, Turning Learning Right Side Up: Putting Education Back on Track, authors Russell L. Ackoff and Daniel Greenberg point out that today's education system is seriously flawed -- it focuses on teaching rather than learning. "Why should children -- or adults -- be asked to do something computers and related equipment can do much better than they can?" the authors ask in the following excerpt from the book. "Why doesn't education focus on what humans can do better than the machines and instruments they create?" "Education is an admirable thing, but it is well to remember from time to time that nothing that is worth learning can be taught." -- Oscar Wilde"
Sara Wilkie

8 Steps To Great Digital Storytelling | Edudemic - 0 views

  •  
    " Added by Samantha Morra on 2013-05-29 digital storytellingStories bring us together, encourage us to understand and empathize, and help us to communicate. Long before paper and books were common and affordable, information passed from generation to generation through this oral tradition of storytelling. Consider Digital Storytelling as the 21st Century version of the age-old art of storytelling with a twist: digital tools now make it possible for anyone to create a story and share it with the world."
Sara Wilkie

The 6 Key Drivers of Student Engagement -- THE Journal - 0 views

  •  
    "The following is an excerpt from the book Every Child, Every Day: A Digital Conversion Model for Student Achievement, published by Pearson. Edwards is the superintendent of Mooresville (NC) Graded School District (MGSD), whose districtwide 1-to-1 program earned it the 2012 Sylvia Charp Award. "
Sara Wilkie

The challenge of responding to off-the-mark comments | Granted, and... - 0 views

  •  
    I have been thinking a lot lately about the challenge we face as educators when well-intentioned learners make incorrect, inscrutable, thoughtless, or otherwise off-the-mark comments. It's a crucial moment in teaching: how do you respond to an unhelpful remark in a way that 1) dignifies the attempt while 2) making sure that no one leaves thinking that the remark is true or useful? Summer is a great time to think about the challenge of developing new routines and habits in class, and this is a vital issue that gets precious little attention in training and staff development. Here is a famous Saturday Night Live skit, with Jerry Seinfeld as a HS history teacher, that painfully demonstrates the challenge and a less than exemplary response. Don't misunderstand me: I am not saying that we are always correct in our judgment about participant remarks. Sometimes a seemingly dumb comment turns out to be quite insightful. Nor am I talking about merely inchoate or poorly-worded contributions. That is a separate teaching challenge: how to unpack or invite others to unpack a potentially-useful but poorly articulated idea. No, I am talking about those comments that are just clunkers in some way; seemingly dead-end offerings that tempt us to drop our jaws or make some snarky remark back. My favorite example of the challenge and how to meet it comes from watching my old mentor Ted Sizer in action in front of 360 educators in Louisville 25 years ago. We had travelled as the staff of the Coalition of Essential Schools from Providence to Louisville to pitch the emerging Coalition reform effort locally. Ted gave a rousing speech about the need to transform the American high school. After a long round of applause, Ted took questions. The first questioner asked, and I quote: "Mr Sizer, what do you think about these girls and their skimpy halter tops in school?" (You have to also imagine the voice: very good-ol'-boy). Without missing a beat or making a face, Ted said "Deco
Sara Wilkie

What are the 4 R's Essential to 21st Century Learning? | HASTAC - 0 views

  •  
    "The classic "3 R's" of learning are, of course, Reading, 'Riting, and 'Rithmetic. For the 21st century, we need to add a fourth R--and it will help inspire the other three: Algorithm. I know, it isn't a very graceful "R"--but 'riting and 'ritmetic are fudges too. And the beauty of teaching even the youngest kids algorithms and algorithmic or procedural thinking is that it gives them the same tool of agency and production that writing and even reading gave to industrial age learners who, for the first time in history, had access to cheap books and other forms of print. "
Sara Wilkie

How to Lead When You're Not in Charge - Gary Hamel and Polly LaBarre - Harvard Business... - 0 views

  •  
    "For all of the books (thousands) written on leadership, individuals (millions) who have participated in leadership seminars and dollars (billions) invested in leadership development, too many leadership experts still fail to distinguish between the practice of leadership and the exercise of bureaucratic power. "
Kirt Wackford

Q&A With The Authors of A New Culture of Learning - 0 views

  •  
    The authors answer ten questions about the book. Not much that was not already in the book, but a bit more about implementation. Good news: It only takes 12 hours to transform your classroom into one that follows their principles, and it will be your best class of the semester!
Sara Wilkie

Knowing the Subject - 0 views

  •  
    Starting with the known and moving to the unknown sounds relatively simple-if everyone in the group has a similar level of existing knowledge. But everyone in a given audience or classroom brings a different set of experiences and thus a different body of existing knowledge. In some cases the difference is relatively small; in other cases it is immense.
Kirt Wackford

The Chronicle of Higher Education reviews ANCL - 0 views

  •  
    Explains how the book is self-published with on-demand printing. Mentions that the seminar class taught by Thomas "proves that it can work."
Jason Friedman

Is the Lecture Dead? - Richard Gunderman - The Atlantic - 2 views

  • e lecture as the prototypically old school, obsolete learning technology,
    • Chris English
       
      Is it difficult to view the lecture as a technology? What physical objects support the lecture? 
    • Jason Friedman
       
      Isn't technology just the delivery of information?
  • placed one of Texas's medical schools on probation, in part because its curriculum relied too heavily on "passive" approaches to learning -- foremost among them, lectures. In medical education circles, "lecture" is fast becoming a term of derision.
    • Chris English
       
      LCME accreditation is serious business.  Check out the standards here :  http://www.lcme.org/publications.htm#standards-section
  • And yet
    • Chris English
       
      What is the rhetorical effect here?  What signal is the author giving the reader with these two words?
  • ...13 more annotations...
  • e should attempt to understand better the features that distinguish effective, engaging lectures from those that leave learners limp.
    • Chris English
       
      Good idea.  I'm on board with understanding the difference between a good lecture and a bad one.
    • Chris English
       
      Let's highlight these with pink.
    • Jason Friedman
       
      I agree.
  • we lecturers
    • Chris English
       
      What revelation do we have here about the author's persona and the intended audience for this article?
  • What will I be able to get across to learners through a lecture that they could not get just as well and with less inconvenience by reading a book or working through an online learning module?
    • Chris English
       
      Golden question.  Essential to good practice and pedagogy
  • The real purpose of a lecture is to show the mind and heart of the lecturer at work, and to engage the minds and hearts of learners.
    • Chris English
       
      Primary assertion of the text.  Is this an appeal to ethos, logos, or pathos?
  • pens learners' eyes to new questions, connections, and perspectives
  • Great lecturers not only inform learners, they also engage their imaginations and inspire them.
  • A great lecturer tells a story
  • Great lecturers often share responsibility for solving these problems with learners, working with them in real time to find a solution
  • Learners are not merely sitting and passively listening
    • Jason Friedman
       
      I always say learning shouldn't be a spectator sport.
  • actively thinking and imagining right along with the lecturer as both struggle toward new insights
    • Chris English
       
      Sharing responsibility, collaborating in real time, solving problems, active thinking and imagining - these are all valued in the classroom.  What does that look like during a lecture?  What should I be seeing?  How do I gauge whether or not a students is engaged?
  • Pausch and Jobs could have confined their presentations to small groups, relying on much more direct interaction with a few audience members. They could have embedded their messages in interactive computer software programs that asked learners numerous questions and provided constructive feedback on their responses. They could have phoned their lectures in, using the latest distance-learning technology. Fortunately, however, they did not, and our world and the world of today's health professions students is the richer for their choice to lecture.
    • Chris English
       
      These are good examples of great speeches, but I hesitate to buy the idea that they are reflective of classroom lectures.  Neither example is comes form a classroom setting where students are meeting on a regular basis to learn.
  • Nor can efforts to cut down on the amount of lecturing be justified on the grounds that the lecture is dead or even moribund.
    • Chris English
       
      I'm willing to accept the argument that the lecture has a place in education.  Lectures can be an effective and inspirational teaching tool.  I don't think the argument leads to the second part of the conclusion - that we shouldn't reduce the number of lectures.  Lecturing is one tool.  As educators, we should have more than one tool.
  • I believe that we should revisit this venerable educational method before we sign its death certificate.
    • Jason Friedman
       
      I think this is important.  The lecture need not die but it can be improved.  Any technology if not used effectively is a disservice to the classroom.
1 - 13 of 13
Showing 20 items per page