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Learning Spaces #1 - Build a project nest. A learning wall that reflects the emerging nature of your project is something that will help you develop new ideas. The Why Productivity and creativity guru Scott Belsky calls it a Done Wall, Google Ventures' Jake Knapp calls it The War Room of a project.

In short, for longer, deeper thinking projects we need a physical space that is a continual reminder of the work that is going on, what has been completed. The space for your project will help keep ideas bubbling away and will create a point of interest to talk about and refer to. Having one physical space is a vital component in getting all the information from a project's immersion phase into one space, meaning digital resources need to be made physical, too.

The Experiment Building a project nest is a developmental process, not something that has boundaries. For the schools we work with they can dedicate a wall space that becomes a working wall. This can work with even your youngest learners. Your Next Steps. 15 Mistakes New Teachers Make (and what I learned making them) I’ve had the pleasure of working with a lot of new teachers the past three years, and I’ve seen many of the same mistakes I made during my first year teaching repeated over and over. Now, this isn’t to say that I thought teaching was extremely difficult during my first year (I actually loved it and was not too overwhelmed)…but I did have my fair share of “rookie” mistakes. I’ve learned that the best way I can help out new teachers is by sharing my story, and what teaching was like for me that first year. The best part of making mistakes is learning from them…so even if you make some of the mistakes listed below, it’s all part of the process!

1. Never leaving school It’s your first real job and you want to do the best possible work. But staying at school till the custodian’s lock-up is not the solution. 2. I remember so many people giving me the advice to take the first year and only focus on my teaching. 3. 4. Ever heard of cabin fever? 5. 6. This is a biggie. 7. 8. 9. 10. 11. 12. 13. Concept | Search Results | What Ed Said. Cross-posted at Inquire within, following on from Inquiry: to what end? By Cristina Milos. In a concept driven, inquiry based learning environment, we do NOT plan a series of activities to ensure coverage of the requirements of our national curriculum. Instead we spend our planning time reflecting collaboratively, exploring which conceptual lenses will produce the deepest learning and designing a few powerful […] There’s a buzz in the room as 11 year olds sit in groups around large sheets of butcher paper, talking animatedly.

I like visiting this classroom, seeing how the two teachers collaborate and the children engage in their learning. Today they are brainstorming the ‘big ideas’ in ‘Sharing the Planet’, one of the trans disciplinary themes in […] We have just experienced a week of professional learning with Sam Sherratt and Chad Walsh of ‘Time Space Education‘ and it couldn’t have been better. ‘Hands up if you often forget the things you learn in class.’

Deeper learning. When I'm teaching, I try to avoid soapbox moments. But occasionally, this kind of clear message is necessary. I can always count on stepping up to that sudsy platform the first time I hand back assignments with feedback or grades on them. My speech goes something like this: I've learned over the years to be careful on days like today, days when I hand back your work. As I read this insight from Ron Berger's blog on assessment, "The most important assessment that takes place in any school is not the end-of-year test; it is the assessment that is going on all day long in the mind of every student,” I was reminded that the way we frame assessments doesn't begin with our rubrics, it begins with how we talk about getting better together.

P.S. Teachingtool | OpenEdToolbox. Towards the end of the year, in the last couple of weeks of Term 4, I always find it difficult to keep the balance between work and fun. Part of me just wants to kick back and relax with my grade, but the other part knows that if I do I’m bound to face some issues with behaviour. I realised that the solution is simply to choose relevant, fun activities that are whole-class oriented and allow for some flexibility in timing. Of course, the odd after lunch Christmas craft activity is thrown in too! I have even thrown in a free resource for doing Fermi Problems in your classroom before the end of the year! Nobel Prize Winner, Enrico Fermi. The solution? Some examples of Fermi problems are: How many blades of grass are on our school oval?

These multi-level problems can be introduced around Grade 3/4 (using the scaffold resource in this post) but extended way beyond that into secondary classrooms. We brainstormed strategies together to solve the problem. Cheers, Teddy. 1. 2. 3. 4. 5. Hi everyone, Education Week. What Are The Habits Of Mind? What Are The Habits Of Mind? By TeachThought Staff Editor’s Note: This post has been updated from a 2012 post. Problem-based learning and project-based learning provide a rich opportunity for students to deepen their knowledge, expand their repertoire of technical skills, and enhance their appreciation of thinking tools, processes and strategies.

It is not enough, however, to understand concepts and principles and to solve that one problem, as challenging as it might be. The essential outcome is to develop and expand the dispositions of skillful problem solvers who can apply their learnings to an ever-expanding array of challenges not only in commonly taught subjects in school, but also in their communities, in their world and in their lives. While we are interested in how many answers individuals know, we are even more interested in how they behave when they don’t know—when they are confronted with life’s problems the answers to which are not immediately known.

What Are Habits of Mind? 1. 42 Fill-in-the-Blank Prompts For Students To Design Their Own Projects. 42 Fill-in-the-Blank Prompts For Students To Design Their Own Projects by Terry Heick So often, we make learning more complicated than it has to be. Local planning requirements are usually at fault here–plan this way and prove that you’ve done so here and here, fill out this and this, etc. Those legitimate concerns aside, the following series of fill-in-the-blank prompts can be used by teachers to create lessons, students to create projects–or teachers to collaborate with students to create lessons–or projects. Or, well, you get the idea. Please steal them, add to them, or otherwise do with them what you will. 42 Project-Based Learning Ideas For Any Content Area A few examples of how it might work?

Clarify racism in the United States for a high school in India. Design and publish a compelling eBook your friends would actually want to read using a simple smartphone app. Practice coding until you can make a ball bounce. Compare the force of a tsunami with a nuclear bomb. Student Engagement: Resource Roundup. PLTS Wall Posters Draft Version 1. Have spent this morning compiling these draft A3 versions of student speak generic PLTS posters. Wondering if anyone has any thoughts. Thanks in advance :0) Procedures Place » Procedures. Are you getting MYST-y? I just returned from Memphis, Tennessee presenting at the Harvard Project Zero Perspectives conference where I delivered two hands-on and interactive arts integration workshops that incorporated concepts like “teaching for understanding” and “thinking routines” to help make learning visible.

Along the way, I heard some great keynote addresses from Harvard researchers. Thinking routines are designed to bring how and why we think into the foreground. For example, when a students answers a math problem, we should investigate his or her process on how they arrived at the answer. So, even if an answer is incorrect, both student and teacher can learn a lot from exploring and articulating the thought process behind the answer. This is kind of a radical idea: the thinking, in some ways, is more important or as equally important as the correct answer.

Thinking routines abound and here is a link to them for your own use: Thinking Routines. Me: How do I make my own thinking visible? Free Resources for teachers - Mike Gershon. Engagement_in_Australian_Schools-Background_Paper.pdf. DOE - Videos. Education_Review_They_Need_To_Love_The_Act_of_Learning. Personalising.

Differentiation. The Research Behind 20% Time | AJ Juliani. Since experimenting with “20% Time” in my class a few years ago, I’ve been fascinated by the research and history of this practice in education and the business world. This has led me down a long road to finally writing a book (to be published by Routledge) on inquiry-driven education and 20% time. During that time I’ve had hundreds of conversations with fellow teachers practicing 20% time in some way shape or form (Genius Hour, Passion Projects, Choose2Matter etc).

Lately, through the book-writing process I’ve had some more in-depth interviews about inquiry-based education, and I’ve spent a great deal of time researching the beginnings and reasons behind 20% time’s effectiveness. Today I want to shed some light on the research behind 20% time, and more broadly, inquiry-driven education. When folks such as Ewan McIntosh (who I really respect as an educator) stir up the pot with posts like this one, I believe the best way to defend inquiry as a practice is to look at the results. 1. 2. Do you know me well enough to teach me?* « Justwondering. A friend of mine called me recently, having returned, rather despondent, from grueling evening of secondary parent-teacher interviews for her eldest son in year 9 (you know the type – 5 minutes with each teacher, frantically rushing from room to room…) This boy is what most teachers would describe as a ‘good student’, generally conscientious, well behaved -but inclined to be on the quiet side.

When the time came for the interview with the science teacher, the first comment the teacher made about him was that he didn’t seem to be very interested in the subject and this was clearly a criticism rather than a question. My friend asked the science teacher to explain what he meant and was told: “He doesn’t seem to be listening, he’s often daydreaming and he never asks any questions or makes a contribution. He needs to be more focused and show more interest” “Um. The conversation continued rather haltingly. “Oh – do you play guitar do you?” You bet it should. …..just wondering…. Like this: Dennis Littky | Big Picture. Using Digital Tools for Differentiation. Direct Address to this Page: Anyone who has worked in education for any length of time knows just how important it is for teachers to create differentiated classrooms.

If schools are truly working to ensure success for every student, learning experiences need to be customized and aligned to student interests, needs, and unique learning styles. The challenge, however, rests in making differentiation manageable. While few teachers doubt the importance of differentiating, many struggle to make customized learning spaces a reality. In this February 2012 Alaska Staff Development Network webinar, sixth grade classroom teacher, blogger and educational technology author Bill Ferriter will introduce participants to a range of digital tools that can be used to (1). provide structure for differentiated classrooms and (2). differentiate learning experiences by student interest.

Today's Slides Today's Shared Reflection Document Differentiating YOUR Learning She writes: #nice Ms. SAMR Model Explained for Teachers. Below is a great video explaining the SAMR model in 120 seconds. SAMR is a framework through which you can assess and evaluate the technology you use in your class. Here is how the video below shared by Candace M explains the SAMR's four levels: Substitution In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. the task ( writing) is the same but the tools are different.

Augmentation Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud. Watch the video to learn more about SAMR. Using Digital Tools for Differentiation. Commentinginanasynchronousconversation. Getting Started with Project-Based Learning (Hint: Don't Go Crazy) Before the start of the school year, many of us want to use the remaining weeks of summer to learn some new skills -- such as project-based learning (PBL). One of the things we stress for new PBL practitioners is, as I say, "don't go crazy.

" It's easy to go "too big" when you first start PBL. I have heard from many teachers new to PBL that a large, eight-week integrated project was a mistake. So how do you start PBL in ways that will ensure your success as a learner and teacher? Here are a few tips to consider. Start Small As I said, "Don't go crazy! " Plan Now One of the challenges of PBL, but also one of the joys, is the planning process. Limited Technology We love technology, but sometimes we get too "tech happy. " Know the Difference Between PBL and Projects This is the big one! We are all learners, and when we start something new, we start small. Photo credit: wwworks via Flickr (CC BY 2.0) The Inquiry Process Explained Visually for Teachers. Learning is all about being curious and inquisitive. It is a process in which learners explore the unknown through their senses using both sensory and motor skills.

Being involved and engaged in the learning task is the key to a successful learning journey and to elicit this kind of engagement from learners, teachers need to nurture a learning environment where students take responsibility for their learning and 'where they are only shown where to look but not told what to see'. Such environment definitely requires a solid approach and an informed strategy to learning one that is dubbed: inquiry-based learning. Inquiry-based learning is essential in developing the most solicited 21st century skills : problem solving and critical thinking.As a teacher, you might be wondering about ways to inculcate the precepts of strategy into your teaching and lesson planning. Exit Slips. Teaching Journey. Advent of Google means we must rethink our approach to education. Vimeo Music Store - Find Free Music for Your Videos.

IWB sites | Teaching Literacy in the Early Years. Teacher Resources. Critical & Creative Education. On genuine vs. bogus inquiry – using EQs properly. Genius Hour Part I. Reflections in the Why | Thoughts on Transformations in Math Education. Busting some myths about ‘the inquiry cycle’…. « Justwondering. Learning Spaces #1 - Build a project nest. Inquiring into the ‘how’…. « Justwondering. Teacher talk in inquiry classrooms « Justwondering. Authentic Inquiry Maths. 50 Education Technology Tools Every Teacher Should Know About. IO Home. Galileo Educational Network Association. Virtual Machines: Final Projects.

Introduction. KARE Givers: One size fits all? Personalize Learning: Infographic: Personalization vs Individualization vs Differentiation. The Great Interactive Whiteboard Swindle…a 70s themed post! Visual Note-Taking. Personalization vs Differentiation vs Individualization. Building Partnerships with Schools in Developing Countries – June #globalclassroom Chats. Choice Literacy - Welcome. Genius Hour - Where Passions Come Alive | Genius Hour. Property Profile Report - 7 Austral Court, HEIDELBERG VIC 3084 -

Robert Fisher Teaching Thinking homepage. London Olympics. MasteryConnect - Home. Edublog Awards Winners 2011. Publishers: 404 Error: Page Not Found. Interacting with our Interactive Whiteboard « Catching Readers Before They Fall. Global Projects for the Early Years – k-2 Building Bridges. The 21st century pedagogy teachers should be aware of. Contemp_Learning_Final. 2011 Lesson #8 – Knowing and growing the tribe: some amazing educators. Personalized Learning Chart - Personalized Learning Toolkits.

Kids Teaching Kids | Primary Preoccupation. Critical Question Blog. How a Multiage Model Made it Possible to Meet 21st Century Goals. 2011 Lesson #5 Make teamwork, collaboration and relationship building a habit. Top Ten Learning Resources of 2011 | OpenSesame Elearning Marketplace for Online Training Courses. Inquire Within. P4C/Community of Enquiry. 10 Reasons to Take Learning Outside the Classroom. Nine Tenets of Passion-Based Learning. Cakes, Snakes and Boxes: Passion-based Learning & Early Literacy. Get Your Free Collaborize Classroom Account. Twenty Everyday Ways to Model Technology Use for Students. 17 Signs Your Classroom is Behind the Times. Understanding-Virtual-Pedagogies_CKC_ideasLAB.pdf.