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Molly Kellogg

Educational Leadership:Teaching for the 21st Century:Taking the Digital Plunge - 2 views

  • I consider experimenting fearlessly with digital connections to be part of my job as a teacher.
    • Rod Corey
       
      Experimenting fearlessly is an important step in redesigning education and encouraging the development of 21st century skills.
  • Clay Burell is Korea's best kept secret, asking provocative questions about the changing nature of schooling. Jenny Luca is an Aussie dynamo, encouraging teachers to create meaningful service learning projects. Kevin Jarrett runs one of the most inventive elementary-level computer labs in New Jersey.
    • Merry Stuhr
       
      I need to check out their work!
  • The Tempered Radical
    • Megan Rice
       
      subscribe later?
  • ...23 more annotations...
  • Wouldn't young adults truly prepared for the 21st century have experience using computers to learn with—rather than simply about—the world
  • Don't today's 12-year-olds need to recognize that future coworkers are just as likely to live on the other side of the world as on the other side of town?
    • Mike Arsenault
       
      More and more of our kids will be working with their peers from around the world. Technologies like Skype and WebEx will change how they work.
    • Rod Corey
       
      This is a great point which is why worldwide collaboration in education is so important to pursue and engage in.
  • no one has taught them about the power of these connections
  • few are using those networks to pursue meaningful personal growth
  • Consider the potential: Students from different countries can explore global challenges together. Small cohorts of motivated kids can conduct studies of topics with deep personal meaning to them. Experts can "visit" classrooms thousands of miles away.
    • Rod Corey
       
      This sounds great but where do I start and how do I get going?
  • Connecting with colleagues online
    • Rod Corey
       
      This is something that I need to begin to explore.
  • no one has taught them about the power of these connections
    • Kimberly Grover
       
      When does this education begin? Or, does it matter? The impulse of typing the "emotion of the moment" overides what the adolescent brain has been taught.
  • each conversation includes opportunities for students to ask questions and feel a push against their preconceived notions.
    • Stephanie Robison
       
      This sounds like such an awesome opportunity to encourage students to defend their thinking (which is something we want them to do) in a form where it doesn't feel like a teacher assignment
  • experimenting fearlessly
    • Megan Rice
       
      same wording as ohler article
    • Stephen Fox
       
      Same editor
    • alan hall
       
      Sara, did you get this response?
  • I began using discussion tools like VoiceThread (http://voicethread.com) to create electronic forums for my students to interact with peers around classroom content—with extraordinary results
    • Stephanie Robison
       
      Voice thread is something I would like to use in the classroom. Students seem motivated by it.
    • Molly Kellogg
       
      They love it! And there are plenty of colleagues you can learn from, like the 5th and 8th grade teams.
  • "I love it when someone disagrees with me online because it makes me think again."
  • Begin by signing up for a Twitter account
    • Kimberly Grover
       
      Why twitter? Aren't there other forums to find this same information?
  • Clay Burell
  • our students have no trouble connecting, but no one has taught them about the power of these connections. Although tweens and teens may be comfortable using digital tools to build networks, few are using those networks to pursue meaningful personal growth. Our challenge as teachers is to identify ways that students can use these tools for learning.
    • Mike Arsenault
       
      This points to the fact that we must teach students about digital citizenship. They are creating their own rules in these online environments. They need some direction to cut down on the terrible negative sides of online life.
  • Model learning transparently.
    • Rod Corey
       
      What if we build time into the daily classroom routine for checking and interacting with our digigal relationships. Teachers would visit their professional learning communities and students would do the same. This could be a once a week activity, or every day...
  • The key to becoming an effective 21st century instructor is to become an efficient 21st century learner.
  • Wouldn't young adults truly prepared for the 21st century have experience using computers to learn with—rather than simply about—the world?
    • Megan Rice
       
      This is exactly what I've been saying in my blog posts...
  • Once you've taken your digital plunge, share with students how the digital connections you engage in enhance your skills and deepen your knowledge. Model learning transparently.
    • Mike Arsenault
       
      This is so important. Teachers need to be learners and must model how they learn with their students.
  • but no one has taught them about the power of these connections
    • Megan Rice
       
      I agree, but is this taught through the content we already need to cover, or a technology component?
  • Our challenge as teachers is to identify ways that students can use these tools for learning.
    • Megan Rice
       
      yes!
  • This is why I experiment with every new tool that bursts onto the teenage radar
    • Megan Rice
       
      I wish I had the time to keep up with all the sites out there! I remember when we first showed VoiceThread - kids loved it. Now, they are more familiar and not as excited because they use it elsewhere, which is wonderful, but requires me to keep up on the "newer" options.
    • Molly Kellogg
       
      This is why we need regular time scheduled into staff meetings or inservice days to just EXPLORE and collaborate with colleagues around new tools.
  • Through Twitter, you'll get short online messages from fellow practitioners that point you to resources or pose questions.
    • Megan Rice
       
      Am I ready to be tethered to my phone even more than I am?
  • Then start by following some of the good education blogs written by teachers. Many of these are listed in the Support Blogging wiki (http://supportblogging.com) and on my list of resources (www.pageflakes.com/wferriter/16618841).
Alice Barr

100 Inspiring Ways to Use Social Media In the Classroom | Online Universities - 0 views

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    Social media may have started out as a fun way to connect with friends, but it has evolved to become a powerful tool for education and business. Sites such as Facebook and Twitter and tools such as Skype are connecting students to learning opportunities in new and exciting ways. Whether you teach an elementary class, a traditional college class, or at an online university, you will find inspirational ways to incorporate social media in your classroom with this list.
Alice Barr

Primary Source - 0 views

  • Primary Source promotes history and humanities education by connecting educators with people and cultures throughout the world.
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    "Primary Source promotes history and humanities education by connecting educators with people and cultures throughout the world."
Alice Barr

Connecting Project-Based and Blended Learning | Edutopia - 0 views

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    Connecting Project-Based and Blended Learning
Molly Kellogg

What's All This Talk about Rigor? - 0 views

    • Molly Kellogg
       
      This all adds up to good teaching!  I don't think each description defines rigor since there is more to an effective learning experience than just the rigor, but I certainly agree with all of descriptors in the left column!  I think they're really describing best practices in teaching and learning, so rigor is connected to things like engagement, relevance, student-centered work, open-ended problems, critical thinking skills, accessibility, and high expectations for everyone.
  • Rigor involves all partners in teaching and learning.
    • Molly Kellogg
       
      Very important point - I agree!  Students, teachers and other thinkers involved in a learning experience have a shared responsibility to create and maintain the correct environment for rigorous learning.
  • encourage productive struggling.
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  • A rigorous lesson embraces the messiness of a good mathematics task and the deep learning that it has the potential to achieve.
    • Molly Kellogg
       
      YES, YES!!!  Bring on the productive struggle and messy learning!!!  That is what learning is like in real life and that is what we need to provide for our students or they will never truly learn to be critical thinkers, independent problem solvers or inventive thinkers!
  • persist
  • reflect
  • take responsibility
  • ask productive questions
  • teachers
  • preserving the challenge of the task!
  • rigorous formative assessment
    • Molly Kellogg
       
      Absolutely - this is how we learn to differentiate for students throughout the learning experience.
  • When selecting tasks, teachers must be sure that mathematical ideas are explicit and the connections are clear
  • Professional development experiences
    • Molly Kellogg
       
      How can we shape our professional development opportunities to invite more rigor for staff to enrich their learning and to serve as a model for their teaching?
Alice Barr

ThingLink: How to Transform an Image into a Full-Blown Lesson - Faculty eCommons - 1 views

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    Go beyond enhancing an idea or a lesson-transform your students' learning with a tool called ThingLink. ThingLink engages your students and drives curiosity and discovery-and it's free. It's an image platform that converts an image into an interactive experience by letting you connect music, video, text, images, shops, and more from around the web.
Alice Barr

TechLearning: 21st Century Student Handbook: Teaching Today's Web-Centric Kids - 0 views

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    Lots of schools are talking about the importance of preparing their students for an increasingly inter-connected, Web-centric world. Here are some districts that are "doing" it. Some of their advice may be able to help the reader avoid mistakes, etc.
Cathy Wolinsky

Blogging About The Web 2.0 Connected Classroom: Summer Learning Series-A Recap - 1 views

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    Great tips for teachers: twitter, hashtags, Edmodo, Evernote, etc. all explained.
David Pearl

Educational Leadership:Teaching for the 21st Century:Why Creativity Now? A Conversation... - 0 views

  • Really, creativity is a disciplined process that requires skill, knowledge, and control.
    • Molly Kellogg
       
      And we need to include kids in the process of creativity - what structure do they naturally follow? Have them use Bloom's taxonomy to mull over the process of creativity. What is the difference between a wild idea that is outside of the box and a wild idea that is totally out of the realm of possibility? Once the kids establish a process and structure for creative thinking, they can also begin to fill their tool kit with creative thinking tools, like SCAMPER and reverse brainstorming.
    • Annie Ouimet
       
      Three creatvity misconceptions: *only about special people *only about special activities *is about letting go
  • we're going to need every ounce of ingenuity, imagination, and creativity to confront these problems.
    • Molly Kellogg
       
      What else can we do to bring the focus in our school onto the vital importance of creativity and innovation?
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  • "We need people who can be innovative, who can think differently."
  • At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
    • Annie Ouimet
       
      I'm not sure about this...there has to be a balance I have said for years that we need more time in school
  • America is now facing the biggest challenge it's ever faced—to maintain it's position in the world economies. All these things demand high levels of innovation, creativity, and ingenuity. At the moment, instead of promoting creativity, I think we're systematically educating it out of our kids.
    • Molly Kellogg
       
      See Ken Robinson's talk on how schools kill creativity for more on this; I think this is an opportunity to look at all of the amazing things we do in our schools already to encourage creativity and innovation and then to figure out how to expand those things rather than to feel singled out as a cause of creativity's demise.
  • And when you find things you're good at, you tend to get better at everything because your confidence is up and your attitude is different.
    • Annie Ouimet
       
      This idea needs to be bottled and distributed to every educator...confidence is the key to learning
    • Molly Kellogg
       
      Giving kids the chance to find their passion is the most empowering and exciting gift that we can give them!
  • A policy for creativity in education needs to be about everybody, not just a few.
    • Cathy Wolinsky
       
      How do we give students assignments so that they are responding with creativity and not just following directions?
  • We know this because human culture is so diverse and rich—and our education system is becoming increasingly dreary and monotonous
    • Molly Kellogg
       
      We MUST differentiate, differentiate, differentiate - our learning environments, our teaching styles, our materials, our content and our processes to avoid this stiffling conformity. Isn't diversity envigorating?!
    • David Pearl
       
      I agree
  • It's no surprise to me that so many kids are pulling out of it.
    • Molly Kellogg
       
      The number of kids who check out or actually drop out of school is alarming - a noticable portion of whom are gifted learners. This really concerns me.
  • This is one of the great skills we have to promote and teach—collaborating and benefiting from diversity rather than promoting homogeneity. We have a big problem at the moment—education is becoming so dominated by this culture of standardized testing, by a particular view of intelligence and a narrow curriculum and education system, that we're flattening and stifling some of the basic skills and processes that creative achievement depends on.
  • So there's no doubt in my mind that collaboration, diversity, the exchange of ideas, and building on other people's achievements are at the heart of the creative process. An education that focuses only on the individual in isolation is bound to frustrate some of those possibilities.
  • The regime of standardized testing has led us all to believe that if you can't count it, it doesn't count. Actually, in every creative approach some of the things we're looking for are hard, if not impossible, to quantify. But that doesn't mean they don't matter. When I hear people say, "Well, of course, you can't assess creativity," I think, "You can—just stop and think about it a bit."
    • Molly Kellogg
       
      This is where the value of standards based education becomes clear. I want to use meaty criteria based on student actions and products to assess learning and growth, not numbers and letters. Both my students and I can most effectively assess creativity and innovation by using criteria embedded in content standards. For example, a student can look at their brainstorming notes, organized ideas, idea development work and product creation materials to determine whether they have taken their knowledge all the way up to the top of Bloom's Taxonomy. Have they generated multiple ideas to respond to the guiding question or problem? Have they made connections between ideas to generate new thoughts? Have they piggybacked off others' ideas to create new ones? Have they organized their ideas, explored the logistics behind them and selected the best one for the situation? Have them woven their best idea into new content mastery to apply their knowledge in an innovative way? To me a student reflection around these types of questions is a much more authentic and valuable means of assessment that any attempt to put a numerical value on creativity.
    • David Pearl
       
      The Float
Cathy Wolinsky

The Teen Brain | Harvard Magazine Sep-Oct 2008 - 0 views

  • Human and animal studies, Jensen and Urion note, have shown that the brain grows and changes continually in young people—and that it is only about 80 percent developed in adolescents. The largest part, the cortex, is divided into lobes that mature from back to front. The last section to connect is the frontal lobe, responsible for cognitive processes such as reasoning, planning, and judgment. Normally this mental merger is not completed until somewhere between ages 25 and 30—much later than these two neurologists were taught in medical school.
  • the part of our brain that processes information expands during childhood and then begins to thin, peaking in girls at roughly 12 to 14 years old and in boys about two years later. This suggests that girls and boys may be ready to absorb challenging material at different stages, and that schools may be missing opportunities to reach them.
Alice Barr

The Millennials: Confident. Connected. Open to Change. - Pew Research Center - 0 views

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    Millenials: A Portrait of a Generation. HAs a quiz with the report
Cathy Wolinsky

Interesting Ways | edte.ch - 0 views

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    My Interesting Ways to Use series has been really successful. I measure their success in how useful they are to teachers and other educators in helping with professional development. I say "My" in the loosest sense of ownership really, as with all of the presentations they belong to us all. I just kickstart them and point them off in the right direction.They have been a great example of crowdsourcing good quality classroom ideas and it has been great fun connecting with all of the people who have taken time to add an idea. It is remarkable what can be achieved and created together if you give people the right way to do it. Thanks for all the help so far.
Alice Barr

The Whole Child Blog « Whole Child Education - 0 views

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    Tools Focused > Instruction Focused > Learner Focused
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