Cycles of Learning
Schools in the Cloud – What could they be?
Let’s look back at some past work: 1. Groups of children can learn to use a computer and the Internet by themselves, under certain conditions described a little later. This is a finding from a set of experiments between 1999 – 2004, often called the ‘hole in the wall’ experiments. 2. 3. 4. 5. 6. 7. 8. Is it possible to put all this together into a learning system for children in need? If you give children, below the age of 13, access to a computer connected to the Internet, they learn how to use it. 1. 2. 3. 4. If you then ensure the computer is in working order, children begin to tire of games in a month or so and look for other activity. If they can read sufficiently well in English or some other language that is adequately represented on the Internet, such as Spanish, Italian, Chinese etc., children begin to search for answers to questions. Some begin to search for homework related materials while others look for news or sports. Can the SOLE and the Granny Cloud come together? 1. 2. 3.
Are You Ready to Flip?
" . . .not all material is suitable to be taught through a video lesson."Are You Ready to Flip?Part 2 of 3 of "The Flipped Class" by Dan Spencer, Deb Wolf and Aaron Sams Recently there has been increased interest in "best practices" of the flipped classroom in education. Begin with the end in mind. After determining what you want your students to master and how that should look, begin creating (or collecting) quality learning resources. In this process, consider the idea of student choice when creating and collecting these learning resources. If content is delivered outside of class time, it is up to the teacher to provide the students with opportunities in class to place the content they learned into context. student created contentindependent problem solvinginquiry-based activitiesProject Based LearningSome teachers have asked us why videos are necessary if they have engaging class work for their students through which students can learn.
Nudges We Create & Watch Breathe New Life
Posted by Shelly Terrell on Wednesday, July 10th 2013 “We get to make things. Things that make the world nudge a little bit in what we hope is the right direction.” I’ve been thinking a lot about our ability to create and the impact of what we leave behind when we no longer exist. Recently, the 30 Goals Challenge for Educators began and now I’m surrounded daily with inspiration and already I have seen the positive change it has made in my life. What do we do when our creation is in danger of dying? It’s funny how we don’t think about the impact of our creations. Allowing our PLN to revive us…. We need people and we need to allow their creativity and inspiration to breathe new life into our creations. This reflection was inspired by Wilson Miner’s When We Build Talk, which was shared by @ILOTimo. Webstock ’12: Wilson Miner – When we build from Webstock on Vimeo.
FlippedLearning - EduVision
Charlotte’s Project L.I.F.T. Creates New Teaching Roles for More Pay
In late 2011, Denise Watts, a Charlotte-Mecklenburg zone superintendent, approached Public Impact for help meeting the goals she had as executive director for the new Project L.I.F.T., a $55 million public-private partnership to improve academics at historically low-performing, high-need schools in western Charlotte, N.C. “If we didn’t try something truly different to change education, many of my students were not going to graduate,” Watts says. Public Impact’s latest Opportunity Culture case study, Charlotte, N.C.’s Project L.I.F.T.: New Teaching Roles Create Culture of Excellence in High-Need Schools, explains the “truly different” things that L.I.F.T. did to redesign four schools using Opportunity Culture models and principles. The study details the steps these schools took and the challenges they faced as they prepared to kick off their Opportunity Culture schools at the beginning of the 2013–14 school year. —Emily Ayscue Hassel and Bryan C.
The Flipped Class: Myths vs. Reality
Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. The Flipped Class: What it is and What it is Not by Jon Bergmann, Jerry Overmyer and Brett Wilie There has been a lot of interest in the flipped classroom. The traditional definition of a flipped class is: The Flipped Classroom is NOT: A synonym for online videos. Originally published The Daily Riff July 2011 Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press. Jerry Overmyer has teaching experience in secondary and college mathematics.
Center for RelationaLearning
“The heart of our work is one on one with people-it’s about building relationships, it is not about meetings-it’s about conversations.” Robert Putnam-Better Together Promotes seeing all learning as relational. Focuses on building relationships that support life-long learning. Supports the idea that all learning should be a journey in building relations, establishing connections, and comprehending the interdependencies of our lives. Systematically develops relationships that create a climate of safety, security and belonging. Addresses the development of the whole person – mind, body, spirit. Is personal, practical and playful. What people remember when learning is their personal experience. Current, official learning environments are flawed. In an effort to support creative, productive, desired changes in the experience of those in a learning environment, RelationaLearning™ was created. The five critical learning/ educational relationships are: 1. 2. 3. 4. 5. Phase I: Recognition
