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.
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.
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!
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?
"Here are the Top 100 Tools for Learning 2013 - the results of the 7th Annual Learning Tools Survey - as voted for by over 500 learning professionals worldwide. (Released 30 September 201s)
"A learning tool is a tool for your own personal or professional learning or one you use for teaching or training."
Here is a summary presentation of the Top 100 Tools and beneath it the text list. Click the name of the tool to find out more about it, its cost, availability, its past rankings and to read some of the comments from those who voted for it. "
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.
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?
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.
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.
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
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
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.
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.
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?
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.
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.
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).
Teachers who spend time actually thinking through assignments that align with the learning outcomes of a course are the most effective in assessing the learning that has taken place. It's debatable that evaluating learning in the purest sense might ever really be possible given the scope of variables in any context of learning, but when assignments are linked closely to outcomes, the results are more significant.
Used wisely, technology empowers students to take responsibility for their own learning. In Leonardo's Laptop, Ben Shneiderman provides teachers with a powerful framework, Collect-Relate-Create-Donate (CRCD), for designing student-centered learning opportunities using computers. In particular, Shneiderman's CRCD framework emphasizes the importance of the social aspects of learning in generating creative work. In CRCD projects, students research information, work collaboratively to create a meaningful product that demonstrates their learning, and contribute that project to a larger learning community. Shneiderman designed the Collect-Relate-Create-Donate framework as a vehicle for preparing young people for a 21st century world where innovation, creativity, and collaboration will be more highly prized than retention and repetition.
Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
For those unfamiliar with the term, a learning style is a way in which an individual approaches learning. Many people understand material much better when it is presented in one format, for example a lab experiment, than when it is presented in another, like an audio presentation. Determining how you best learn and using materials that cater to this style can be a great way to make school and the entire process of acquiring new information easier and much more intuitive. Here are some great tools that you can use to cater to your individual learning style, no matter what that is.
"With many YouTube channels that are designed to teach people more about the topics they discuss, gaining knowledge on a plethora of topics is easier than ever before! We have created a list of the best YouTube channels that can help you learn and be more prepared in class or to write a "best essay" caliber composition. At the very least, these channels make learning fun and could give you a much needed study break"
Great teachers know that learning doesn't stop as soon as you graduate from college. Teachers learn from their experience, from their colleagues, from their students, and any number of other resources. If you are a teacher looking for ways to expand your knowledge base, here are 100 free lectures you can watch to help facilitate some of that learning.
Tired of assigning the same old boring PowerPoint presentations again and again? Want to challenge your students a bit more than the traditional tri-fold or poster project? Come learn a whole host of new tools to spice up your students' projects and your lessons. Explore and experiment with a variety of Web 2.0 tools including animated avatars, comic creators, digital scrapbooks, image creators, interactive timelines, logo generators, slideshows, streaming video, and the web resources that will serve as "containers" for the different elements.
Check out the pages to the left to navigate through the different elements to learn how you can re-invent your teaching and your students' learning with the use of a few engaging, motivating, and fun resources.
Here are over 100 social networks that have been set up by and for learning professionals. The platform (i.e. Ning, Facebook, Elgg, Groupsite, etc) and the name of the network creator, where known are shown in brackets. If you know of a social network for learning professionals that you think should be on the list, leave the details at the bottom of the list.
Summer has officially started for many of you! I know that you will probably be relaxing for the first few days, but eventually you may feel the need to be inspired and motivated for the upcoming school year! Social media provides us with incredible opportunities to choose the way we want to develop professionally. You can choose the topic, the medium, and who you want to learn from. You can choose the way you like to learn, because social media provides us with several multimedia experiences, such as webinars, LMS, live video, and more. The experience is usually dynamic and motivating because you are learning with others around the world! Additionally, you will be developing your Personal/ Passionate Learning Network (PLN).
I sort of model this when I give exemplars for projects in which writing in their own words is part of a rubric. I'm not sure that is enough, however. I think maybe my writing doesn't sound enough like their writing in all cases
This instruction should focus on the supposedly simple technique of summarizing sources, which is in truth not simple. Many students are far from competent at summarizing an argument— and students who cannot summarize are the students most likely to plagiarize.
This strikes me as someting teachers in many learning areas could work on with kids rather than defaulting to Language Arts as the place where kids learn about plagiarism
The teacher in this tale uses the incident to teach students that using others' words without attribution is a serious crime. He then emphasizes to students the importance of citation and source integration techniques and enlists the school librarian to model how to cite outside works used in a piece of writing.
I'm not sure that I see the evil/missteps in this example. It doesn't say the student was punished it says the teacher & librarian used it as an opportunity to teach about proper attribution...
Educators should also communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity.
Being able to write about things that you are passionate about will bring even more importance to students' writing.
it is easy for well-intentioned students to overlook the boundaries between what they themselves have produced and what they have slid from one screen (their Internet browser) to another (their word-processed document)
She begins by explaining that inserting synonyms is not paraphrasing. She then guides students in studying a passage and identifying its key words and main ideas that must be retained to paraphrase the passage. Shirley shows her students poor paraphrases of the passage for them to critique. Finally, she has them write their own paraphrase of a 50- to 100-word source passage that they themselves choose.