Professional Development Guides These free instructional guides, formerly known as the Teaching Modules, were developed by education faculty and professional developers for their colleagues. They can be employed as extension units in existing courses or can be used independently in workshops and meetings. Each guide includes articles, links to video footage, PowerPoint presentations, and class activities. We will update these modules over time, and we welcome your suggestions for future topics and feedback. Mountlake Terrace High School: Eeva Reeder (pictured) developed and implemented an architecture assignment for her geometry students in which they design a school and consult with local experts. Project-Based Learning Professional Development Guide Project-based learning, as with all lessons, requires much preparation and planning. Handhelds Go to Class: Teacher Josh Barron and one of his students often go through the strange-looking rite of "beaming" information to each other. Assessment Professional Development Guide
Web 2.0 Smackdown - Tech Forum, Boston Thoughts on Leadership, Teaching & Learning - Moving Teaching from ‘Good’ to ‘Excellent’: Part 1 Colleagues Supporting Colleagues Ross McGill, 29th January 2013 on the state of CPD: “CPD can be a gloomy picture in most schools. Inset days, at worst, are one-size-fits-all chalk and talk in the school hall or even self-directed time which we will inevitably be used for marking or planning. At a Spectator ‘Schools Revolution’ conference, Dylan Wiliam summed up the problem: “The standard model of teacher professional development is based on the idea that teachers lack important knowledge. For the last 20 years, most professional development has therefore been designed to address those deficits. I don’t want to play the Ofsted game, but I want my colleagues to have opportunities to develop their teaching, to be able to move to really excellent (or ‘outstanding’ in Ofsted speak) teaching. After Ross Mc Gill’s article, I mwant to develop our in-hiouse training to take CPD forward. 1. This is the only way to share good preactice. t promotes ther sharing of good ideas and practice. 1. 2.
The Technology Learning Cycle The Technology Learning Cycle is a tool that faculty can use to reflect on their own learning about technology. It provides a way to think about how we learn to use new tools and incorporate them into our teaching. The Cycle was developed in the late 1990s at the University of Missouri to help faculty members who were training pre-service teachers in the use of technology. A central premise of this model is that faculty must be lifelong learners with regard to technology. Phases of the technology learning cycle The cycle repeats each time you become aware of a new technology and choose to implement it in the classroom. Bibliography Wedman, J., & Diggs, L. (2001). A tip o’ the hat to Dr. Like this: Like Loading... Related The Allegory of the Scrambled Egg Many tools are available for faculty who want to help students learn more effectively. In "Commentary"
Researching instructional use and the technology acceptation of learning management systems by secondary school teachers Abstract The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and communicational use. The predictive model further includes: perceived usefulness, perceived ease of use, subjective norm, personal innovativeness in the domain of information technology, experience and internal ICT support at school level. Data were collected from 505 Flemish secondary school teachers. Highlights ► This study researches the technology acceptation of LMS by secondary school teachers. ► Informational use was found to be a precursor for communicational use. ► Perceived ease of use is the strongest predictor in LMS-acceptation. ► Internal ICT support has a direct effect on informational use and on subjective norm. Keywords Interactive learning environments; Learning management systems; Secondary education; Technology adoption
What makes a good teacher as far as technology is concerned? I'm interested in exploring this question, which I have phrased very carefully. I think whether you're a teacher of information and communications technology, or someone who teaches with educational technology, there are some common denominators of what makes the teaching good. These are all my ideas and conjectures; I have stated them as though they are facts purely in order to avoid clumsy circumlocutions. The first requirement is a willingness to experiment and take chances. You never really know whether something is going to work until you try it. For example, I came across a program a few years ago which made commenting on a student's work very easy: it was possible to give comprehensive feedback in only 5 minutes by clicking various buttons. Clearly, it was the sort of 'solution' you may wish to use with one or two special case students, but not with whole classes. Not everything is within the individual teacher's control. A third requirement is for intellectual honesty.
Using Photographs to Teach Social Justice: Affirming Our Commonalities and Differences Printer-friendly version Objectives: Activities will help students: explore ways in which people are alike and ways in which they are differentanalyze photographs that show people with different abilities and of different agesquestion stereotypes about ability and agerecognize that photographs are socially constructed representations of reality explain how a photograph’s construction can shape a viewer’s reaction to it Essential Questions: In what ways are people alike? IntroductionPhotos can inspire people to think about things in new ways. I. (AP Photo/Mel Evans. 1. 2. 3. 4. 5. II. Photo B: (PhotoLink) Photo C: (LWA/Dann Tardif) 1. a. b. c. d. e. f. Do the same for photo C. 2. ConclusionsLook at all three photographs together. How would you, as a photographer, show age and ability, as well as similarities and differences?
How Does #Edchat Connect Educators August 7, 2012 by tomwhitby For educators who have been connected since the early days of social media, it is difficult to understand the reason people would ask, “What is #Edchat?” We must remember that many educators using social media for professional reasons have joined only recently. The idea of using social media for professional reasons is a relatively new concept. One would hope that it is having a positive effect because the Department of Education declared August Connected Educators Month. #Edchat began on Twitter three years ago. The popularity of Twitter for many is a result of its simplicity: Tweets are limited to 140 characters, so the writer isn’t required to say much. Shelly Terrell (@ShellTerrell), Steven Anderson (@web20classroom) and I (@tomwhitby) created such a chat to focus on topics for educators. The power of the hashtag was still developing in those days. There are about 70 education chats working for specific focuses. Like this: Like Loading...
Increases Engagement Communicating in 140-character segments may seem to contradict the goals of generally long-winded academia, but a new study has found that the two are less opposed than one might think. Students in the study who were asked to contribute to class discussions and complete assignments using Twitter increased their engagement over a semester more than twice as much as a control group. The study used a 19-question survey based on the National Survey of Student Engagement to measure student engagement at the beginning and end of a seminar course for first year students in pre-health professional programs. Four sections (70 students) were given assignments and discussions that incorporated Twitter, such as tweeting about their experiences on a job shadow day or commenting on class readings. Three sections (55 students) did the same assignments and had access to the same information, but didn't use Twitter.
Your First Steps in Creating Tech-Savvy Teachers - Chalk Talk Whether you’re an administrator looking to add more technology to your organization, or a teacher leading the tech charge in your school, helping other teachers get up to speed can be difficult. It’s even more difficult during the back to school season, with increased teacher stress levels and young teachers starting their first years of instruction. It is important to remember that technology is a tool, not a subject. The P21 framework (Partnership for 21st Century Learning) indicates “information, media, and technology skills” as only 1 of the 4 areas of 21st-century skills. Encouraging the use of technology by your teachers should be focused both on classroom instruction, and improving their daily workflow. Data and analytics Many people incorrectly assume that saving time is the greatest value that they can gain from technology. Great teachers are constantly looking for ways to improve their instruction. Overcoming the fear of failure Everyone has a fear of failure.
Is CALL outdated? Through both my own interest and the influence of my MA course, I’ve been sending out prompts for dialogue on Twitter, on Facebook and in my office regarding the integration of technology in our classes in terms of the familiar (and purportedly outdated) abbreviation CALL (Computer-assisted language learning), which has been met with a polarised set of opinions. Feel free to chime in. My desire for discussion stems from the Bax article, “CALL – Past, Present and Future” (2003), which responds to CALL’s phases put forth by Warschauer & Healey’s “Computers and language learning: An overview” (1998) and develops the concept of technology’s normalisation in the language learning classroom. This discussion is by no means new1, but maybe we’ve been discussing what’s not practical at this point. So integrated into daily life that we don’t consider it special (Source: The New Yorker, 2011) But first, I think it’s warranted to summarise one of Bax’s points. 1984 was a big year for computers
12 Reasons Why Teachers Resist Differentiated Instruction Every ship’s captain knows how to turn a ship around to rescue a “man overboard.” The “Williamson Turn” involves turning the helm hard to starboard until the heading of the ship reaches a 60 degree course change and then it’s thrown hard to port to complete a net 180 degree course change with the ship going back in it’s own wake. Compensation is made for each ship’s propulsion characteristics, the winds, and tides at that point on the sea. In a recent tragedy, a ship failed to rescue a “man overboard” in time because it took the ship so long to reverse course. The problem is not that educators can’t identify the “man overboard”; assessment data certainly does that job. Following are 12 reasons why teachers resist differentiated instruction. 1. 2. 3. 4. 5. 6. 7. 8. Administrators tend to see the “big picture” and offer macro-management solutions such as curricular standards, intervention programs, and schedule options that track students according to ability. 9. 10. 11. 12.
The 10 Skills Modern Teachers Must Have The above image is 8.5×11″ so you can print it out. PDF is available here . There’s been a lot of talk about 21st century learners, 21st century teachers, and connected classrooms. There’s a daily influx of new technology into your inbox and your classroom feels woefully behind the times even if you’re flipping your 1:1 iPad classroom that’s already online and part of a MOOC . What are modern teachers to do with all this jargon and techno-babble being thrown at them all day long? Simple. In my experience, I’ve seen teachers attempt to integrate 30 iPads into their classroom by handing them out and then trying to figure out which apps are worth using. In order to do this, you’ll need skills modern teachers must have. 1) Build Your PLN Whether you call it a ‘personal learning network’ or a ‘professional learning network’ is not important. 2) Establish Real Relationships Whether it’s online or offline, the ability to establish real relationships is critical to any modern teacher. 7) Slow Down