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EdWeek SJSD Day 1: Karl Fisch. EdWeek SJSD How Do We Help Out Students Create Their Own Personal Learning Networks? EdWeek SJSD What Should Students Know and Be Able to Do? EdWeek SJSD What Does It Mean to Be Literate?

Pre-workshop assignment

Adjusting the Prescription. When the Claude Moore Medical Education Building emerged from the construction rubble in 2010, it was apparent that the rules were changing. Set among all the square profiles and institutional red brick of the U.Va. Health System complex, its round structure of glinting glass looked, from the outside, less like a building than some futuristic beehive. It signifies a huge culture change within the School of Medicine. After the ritual white-coat ceremony at the start of the fall semester, the Class of 2014 entered a brave new world: They would be the first group to try a different curriculum, test the facility’s innovative educational technology and undergo a learning experience unlike that of previous generations. After four years, they are expected to graduate with the habits of mind—curiosity, skepticism, compassion, wonder—that will prepare them to be better physicians.

Like medical schools across the country, U.Va. has been undergoing a serious self-examination. Learning in the round. Principal 2.0 – Becoming the lead learner. “The principalship is the kind of job where you’re expected to be all things to all people.” (Fullan, 2001) “Wanted: A miracle worker who can do more with less, pacify rival groups, endure chronic second-guessing, tolerate low levels of support, process large volumes of paper and work double shifts (75 nights a year). He or she will have carte blanche to innovate, but cannot spend much money, replace any personnel, or upset any constituency.” (Evans, 1995) “At the present time the principalship is not worth it, and therein lies the solution. Not worth it. I experienced some feelings of isolation my first year in the classroom, as my assignment was in a small, rural school where I was the only sixth grade teacher. An administrator has the option of seeking guidance from a principal colleague or central office administrator, although there are times when doing so could cause the principal to feel fearful that she is exposing a weakness or lack of judgment.

We must connect. We must share. Open Educator Manifesto. [Version I: Just the Manifesto] ‘We’ educate future citizens of the world Teaching is my professional practice I Share by default I am Open, Transparent, Collaborative, and Social My students own their own: (Learning) • learning process • learning environment • learning products • learning assessment My students belong to learning networks Every student deserves customized learning • Student voice • Student choice Every educator deserves customized learning I have high expectations I Care, Share, and Dare I am a role model I am the change I want to see in Education!

Chris Kennedy asks: How do we move from being a connected network to becoming a group of influence? How can we aggregate our thinking in a way that has influence in the larger community? In response to my comment, Chris says, (& I’ve added emphasis & links…) “… I think we (those inside the system) need to come to some agreement on what we believe and want – in thirty seconds be able to explain what schooling could / should look like. Open: Social: And What Do YOU Mean by Learning? So, the biggest learning news coming from the Richardson household last week has, as is more often the case than not, little to do with the classroom and everything to do with doing. Two quick stories, both involving my 13-year old daughter Tess: Story 1 Three weeks ago, Tess decided (on her own) to go out for the track team, something she had never done before.

As soon as the coach saw her walk into practice, saw her thin, 5′ 11″ frame, he pointed her over to the high jump pit and said “have at it.” And Tess started learning how to jump. Two things have “jumped” out at me in the interim. First, her high jump learning life has been made up of 98% failure, something my daughter does not deal with especially well when it comes to athletics. And I love this part: it’s just her. (Side note: Turns out, she’s pretty good. Story 2 The Point A couple of weeks ago, on the recommendation of Gary Stager, I picked up Seymour Sarason’s 2004 book And What Do YOU Mean by Learning?

He’s right. And: The Machine is Us/ing Us (Final Version) A Vision of Students Today. Digital Ethnography » Blog Archive » Revisiting “A Vision of Students Today” Shift Happens — Now What? | Change Agency. (Cross-posted at LeaderTalk.org) You’ve just watched “Did You Know” or a keynote by David Warlick for the very first time. You feel your heart begin to race as panic sets in… you think: “My school is in no way prepared to help our students learn what they need for work and life in the this very different and constantly changing world… What should I do?!” Too often, the initial response is to look for money to buy more computers. Some educational leaders may say “Let’s make sure we have laptops in the hands of EVERY student!

… SmartBoards in EVERY classroom!” The examples are endless… SmartBoards as expensive chalkboards… PowerPoint & media projectors as flashy and expensive overhead transparencies… computers as typewriters & calculators… Distance-learning labs that only get used for faculty or team meetings — or worse, as a nice empty room to use during testing week… So what should we do when we realize that the world has changed for our students? By. Our Googley advice to students: Major in learning.

Management guru Peter Drucker noted that companies attracting the best knowledge workers will "secure the single biggest factor for competitive advantage. " We and other forward-looking companies put a lot of effort into hiring such people. What are we looking for? At the highest level, we are looking for non-routine problem-solving skills. We expect applicants to be able to solve routine problems as a matter of course. After all, that's what most education is concerned with.

But the non-routine problems offer the opportunity to create competitive advantage, and solving those problems requires creative thought and tenacity. Here's a real-life example, a challenge a team of our engineers once faced: designing a spell-checker for the Google search engine. How do we find these non-routine savants? ... analytical reasoning. ... communication skills. ... a willingness to experiment. ... team players. ... passion and leadership. Teaching for the 21st Century:What Would Socrates Say?

Peter W. Cookson Jr. Socrates believed that we learn best by asking essential questions and testing tentative answers against reason and fact in a continual and virtuous circle of honest debate. We need to approach the contemporary knowledge explosion and the technologies propelling this new enlightenment in just that manner. Otherwise, the great knowledge and communication tsunami of the 21st century may drown us in a sea of trivia instead of lifting us up on a rising tide of possibility and promise. Two Opposing Camps Some advocates believe we can Google, blog, Skype, and Twitter our way to enlightenment. In opposition are the skeptics, such as Mark Bauerlein, who argues in his book The Dumbest Generation (Penguin, 2008) that this incessant communication is really a complex manifestation of miscommunication that does not lead to intellectual growth, but rather to a stunting of genuine intellectual development.

The 21st Century Mind A child born today could live into the 22nd century. Expecting Excellence:Rigor Redefined. In the new global economy, with many jobs being either automated or “off-shored,” what skills will students need to build successful careers? What skills will they need to be good citizens? Are these two education goals in conflict? To examine these questions, I conducted research beginning with conversations with several hundred business, nonprofit, philanthropic, and education leaders. With a clearer picture of the skills young people need, I then set out to learn whether U.S. schools are teaching and testing the skills that matter most. I observed classrooms in some of the nation's most highly regarded suburban schools to find out whether our “best” was, in fact, good enough for our children's future. What I discovered on this journey may surprise you. The Schooling Students Need “First and foremost, I look for someone who asks good questions,” Parker responded.

“What other skills are you looking for?” 1. 2. Teamwork is no longer just about working with others in your building. 3. 4. Comments4Kids. Giving Students Ownership of Learning:Footprints in the Digital Age. November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 16-19 As the geeky father of a 9-year-old son and an 11-year-old daughter, one of my worst fears as they grow older is that they won't be Googled well.

Not that they won't be able to use Google well, mind you, but that when a certain someone (read: admissions officer, employer, potential mate) enters "Tess Richardson" into the search line of the browser, what comes up will be less than impressive. That a quick surf through the top five hits will fail to astound with examples of her creativity, collaborative skills, and change-the-world work. Or, even worse, that no links about her will come up at all. I mean, what might "Your search did not match any documents" imply? It's a consequence of the new Web 2.0 world that these digital footprints—the online portfolios of who we are, what we do, and by association, what we know—are becoming increasingly woven into the fabric of almost every aspect of our lives.

Edweeksjsd - June 6 - Karl Fisch. Karl Fisch: What Should Students Know and be Able to do? I'm a teacher. A parent. A citizen. Those are the lenses I view teaching and learning, educators and students, education and school through. That doesn't make me an expert, and I don't have all the answers, but I think I have some good questions, so let's get started with one of those questions. This is the question that educators are constantly asking themselves. What should students know and be able to do? It gets back to an old argument in education, the argument about which is more important -- content or skills. My bias, however, is that too often in schools we err too much on the side of content. Yeah, as a teacher I can cover my curriculum.

That's even more true today, when we live in a rapidly changing, information abundant world. In a time of drastic change, it is the learners who inherit the future. He said that more than thirty years ago, and I think most of us would agree that the pace of change has only increased since then. What's the purpose of school? Will Richardson’s Web of Connections: Why the Read/Write Web Changes Everything. Again, here’s a grainy photo from my Treo. At least it gives a visual to this post. You can see the back of Steve Glyer’s head well, too. In general, it was good to see some familiar faces here. :) I’ve got a lot out of Will’s blog (and his book), so I wasn’t sure I’d hear anything new in his presentation… but he exceeded my expectations.

The presentation slides were simply white text on a black background, but he included lots of audio, video, and live trips to the web – and he’s a dynamic (and funny) presenter. The first surprise of the afternoon, though, was when he asked how many people were blogging the session. He began the presentation with a humorous overview of the one red paperclip blog.

Then he shared a variety of staggering web statistics, you know the kind about how many blog posts per second occur around the world and how many new MySpace accounts per day and so forth. Next he showed off some student created work. 1. 2. 3. 4. 5. 6. 7. Some Questions: What needs to change? 10 ways to help students develop a PLN. There has been some discussion lately about the precise meaning of the term PLN. I’m not sure why it matters actually. Like any other word in the dictionary (!) , it has more than one definition and might mean different things to different people… My PLN is my ‘personal learning network’. As teachers begin to let go of ‘the old way’, to relinquish control and allow kids to take responsibility for their own learning, students too need to develop a PLN. 10 ways to support students in developing a PLN… Start simply… 1.

Provide opportunities for students to engage with their in-class PLN. 2. Don’t do all the talking. 3. Model what good learning looks like and sounds like. 4. Let them work with students from other classes. 5. Create global connections. 6. Invite speakers from your local community. 7. Invite parents to share in the learning, in person, or by commenting on class blogs and wikis. 8. Start a class blog. 8. Whoever’s in your PLN, you need to know how to communicate. 9. 10. Daniel Pink's Think Tank: Flip-thinking – the new buzz word sweeping the US. In times of change the learners will inherit the earth, - Eric Hoffer quote. Alvin Toffler. Alvin Toffler (born October 4, 1928) is an American writer and futurist, known for his works discussing the digital revolution, communication revolution and technological singularity.

He founded Toffler Associates, a management consulting company, and was a visiting scholar at the Russell Sage Foundation, visiting professor at Cornell University, faculty member of the New School for Social Research, a White House correspondent, an editor of Fortune magazine, and a business consultant.[3] Toffler is married to Heidi Toffler, also a writer and futurist. They live in the Bel Air section of Los Angeles, California, just north of Sunset Boulevard.

The couple’s only child, Karen Toffler, (1954–2000), died at the age of 46 after more than a decade suffering from Guillain–Barré syndrome.[4][5] Early life and career[edit] Alvin Toffler was born in New York city in 1928. In the mid-’60s, the Tofflers began work on what would later become Future Shock.[6] His ideas[edit] Critical acclaim[edit] Wolfram|Alpha: Computational Knowledge Engine. Miller, Richard E. Professor Miller is the author of (1998) and (2005). His published articles concern developing a philosophy of consciousness that promotes transformative teaching and writing practices. He has delivered over one hundred invited talks across the country and abroad on a range of topics related to literacy, technology, and higher education. His current research concerns "the end of privacy" and how education is being changed as a result of the proliferation of hand-held devices that enable instant publication and global distribution of anything that can be seen or heard.

He now publishes exclusively on his website, text2cloud . Professor Miller teaches large format courses on apocalyptic literature and 21st century literatures. He also is currently involved in a multi-year collaborative research and teaching project with Professor Ann Jurecic that focuses on curiosity, creativity, and the mystery of motivation. NCSS Position Statement on Media Literacy. A Position Statement of National Council for the Social Studies© 2009 National Council for the Social Studies. All rights reserved This position statement was prepared by a task force of the Technology Community of National Council for the Social Studies (NCSS), and was approved by the NCSS Board of Directors in February 2009.

“In the twenty-first century, participatory media education and civic education are inextricable” (Rheingold, 2008, p. 103) This position statement focuses on the critical role of media literacy in the social studies curriculum. The statement addresses the following questions. First, why and how has media literacy taken on a significantly more important role in preparing citizens for democratic life? Second, how is media literacy defined, and what are some of its essential concepts? Rationale The 21st century world is media saturated, technologically dependent, and globally connected. Purpose/Definition Implementation of Media Literacy within a Social Studies Context. National Council of Teachers of English - Homepage. Edweeksjsd - home. The Fischbowl.

Dean Shareski Presentations.