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. 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. On the surface, that's an unsettling thought—but it doesn't have to be. Networking: The New Literacy Whether we like it or not, social Web technologies are having a huge influence on students who are lucky enough to be connected, even the youngest ones. Transparent and Trackable
Students Who Challenge Us:Eight Things Skilled Teachers Think, Say, and Do Among the many challenges teachers face, often the most difficult is how to engage students who seem unreachable, who resist learning activities, or who disrupt them for others. This is also one of the challenges that skilled teachers have some control over. In my nine years of teaching high school, I've found that one of the best approaches to engaging challenging students is to develop their intrinsic motivation. The root of intrinsic is the Latin intrinsecus, a combination of two words meaning within and alongside. How can teachers do this? What Skilled Teachers Can Think What we think guides how we view the world, including how we view challenging students. 1. Being authoritarian means wielding power unilaterally to control someone, demanding obedience without giving any explanation for why one's orders are important. It's not too much of a stretch to apply this finding to teachers and students. 2. Which mind-set we hold makes a tremendous difference. Teachers aren't superhuman. 3.
The 6 C’s of Effective Instruction | Joe Hirsch Teaching is both an art and a science, but for the inexperienced educator, it can sometimes feel like mad science. Or bad art. It doesn’t take long for newcomers to feel singed by the unforgiving nature of the job – the daily grind of preparing and presenting lesson content, measuring and marking performance, recording and relaying progress. That’s before teachers must contend with learning-diverse students, expectant administrators, impatient parents, and mountainous paperwork. As knowledge workers, teachers must keep pace with policy changes, study up on best practices, stay ahead of field literature and experiment with emerging technologies. In my work with emerging educators – those with less than three years of on-the-job experience – I encourage them to stick to six bedrock qualities, the six C’s of educational craftsmanship. Clarity: When classroom expectations are clear, students thrive. Consistency: It’s not enough to show students a roadmap. Like this: Like Loading...
PowToon : Online business presentation software to create free, cool, animated, powerpoint video alternatives Harvard Education Letter Volume 27, Number 4 July/August 2011 Once completely virtual, some K–12 online schools are settling into buildings by Brigid Schulte A student in Miami-Dade County works in a computer lab run by Florida Virtual Schools. From its humble beginnings with 400 students in 2001, Connections Academy offered a complete, full-time education online for kindergarten through 12th grade students who wanted or needed to learn in more of a home-school setting. Fast forward to 2011. But just as online learning is taking off, new research is finding that it may not be the most effective way to teach children, and virtual companies have begun to see that a purely virtual approach has its limits.
Reflect, Refresh, Recharge:Take Time for Yourself—and for Learning I'm no longer in the classroom, yet I still have to remember to take my time eating lunch. Too often, I race through it, thinking I have to pick up students from the cafeteria, return parent phone calls, review test data, and quickly cue up three interactive whiteboard activities for this afternoon's lesson on oxidation. As I concentrate today on having a more leisurely lunch, I slowly chew my food and think relaxed thoughts. As we move into summer vacation this year, let's pause for a moment and imagine the possibilities for recharging our personal and professional batteries. In the midst of all that, however, might there be opportunities to reinvigorate our personal and teacher selves? OPPORTUNITY 1: Reflect and make connections. Responding to myriad constituencies, including our own high expectations for teaching, is stressful. Finding moments to think about how our efforts fit into the larger picture of educating the next generation can create the perspective we need to carry on.
What should teacher walk-throughs measure? SmartBlogs Teacher walk-throughs are formative data collection opportunities for teachers and leaders to learn about general trends in a school. They are NOT designed to evaluate or judge the performance of a single teacher. This is a common misconception about walk-throughs across our nation. Over the past few weeks, I’ve been closely examining the research on teacher walk-through tools. Save a few exceptions, the walk-through tools I discovered focused heavily on one set of behaviors: what the teacher is doing. If I’m being honest, when I enter a classroom, I rarely notice what the teacher is doing. When I walk into a classroom, I focus on one thing: the students. I ask myself: What are the students doing? Then, I ask the students: “Why are you doing that?” Over the years, students have provided a variety of answers to the question, ranging from thoughtful to comical to whimsical. In many cases, classroom walk-throughs try to measure teacher behaviors and inputs.
Strip Designer NextGenv32 This landmark report sets out how the UK can be transformed into the world’s leading talent hub for video games and visual effects. Key findings The education system (including universities and FE colleges) doesn’t provide the skills that the UK video games and visual effects industries need.The stakes are higher than the future of two industries. The deficiencies uncovered in the education system need urgent action for the future of the UK’s high-tech creative and digital industries more generally.This report’s recommendations include: computer science should be on the national curriculum alongside maths and physics; a GCSE in computer science should be introduced in all schools; and industry-accredited university and FE courses should receive targeted funding from HEFCE as ‘Strategically Important and Vulnerable’ subjects when the Government’s reforms to university education funding are implemented. Authors Ian Livingstone, Alex Hope