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DIY Professional Development: Resource Roundup

DIY Professional Development: Resource Roundup
Taking Charge: 5 Key Strategies for DIY PD, by Michelle Manno (2015) Educators can create their own professional development opportunities with the many resources available via social media, and by bringing their admins on board with this new model, writes Manno. DIY Virtual Professional Development: Taking Ownership of Your Learning, by Monica Burns (2015) Burns suggests seven online strategies to help teachers take ownership of their professional development, including sane ways to embrace the information-rich Twitter experience, Google Hangouts, and video tutorials. 8 Tips to Create a Twitter-Driven School Culture, by Elana Leoni (2014) Edutopia's director of social media strategy and marketing provides tips that administrators can use to create a more connected school culture by modeling Twitter use and encouraging staff to work, play, and learn through the medium. Another great post from Leoni: 5 Tips for Taking Advantage of Twitter Over the Summer.

http://www.edutopia.org/diy-professional-development-resources

Related:  Teacher DevelopmentCPD

WEBSITE-CONTENTS Website contents are organized by book chapter. 1. Orientation to Online Teaching and Learning 2. The Teacher’s Voice – the TDSIG PCE at IATEFL 2016 The Teacher Development SIG Pre-Conference Event for IATEFL 2016 is The Teacher’s Voice. On 12 April we invite you to join us for a series of talks and Open Space discussion to celebrate the teacher’s voice. We’re delighted to be joined for the day by Marek Kiczkowiak, Suzanne Antonaros and Pilar Aramayo Prudencio, who will each deliver a short talk and then help us to facilitate whatever discussion ensures.

'How Coaching Works' - The Art of Coaching Teachers UserID: iCustID: IsLogged: false Why Edcamp? During the past six years, hundreds of Edcamp events have popped up worldwide. Teachers from every corner of the globe have been organizing open opportunities for educators to collaborate and solve problems. In spite of this growth and energy, there are still many educators who are either uninformed or skeptical of the Edcamp model for teacher professional development. Given the plethora of "silver bullets" and magical cures in education, some skepticism is healthy. It ensures that we refine and revise our beliefs through meaningful investigation. What's an Edcamp?

8 Classroom Management Tips by Jennifer Rita Nichols, TeachThought Intern One of the biggest struggles facing new teachers is figuring out how to effectively manage a classroom. This is very different from teaching–make no mistake about it! Most of us learn how to teach in our teacher education programs. We learn about the curriculum and standards that must be followed. We also learn about fun and interesting activities for different subjects and how to plan cross-curricular units to make the most out of the time we have in class. ELT Ireland - Resources VocarooSimple web audio recording PadletBrainstorming and mindmapping BitsboardApp for making flashcards SuggestionsPost ideas to our Facebook AudacityOpen-source audio editing QuizletStudy tools, good for vocab.

Professional Development for Educators What is the Arizona Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). Examining Current Beliefs, Practices and Barriers About Technology Integration: A Case Study In the last decade, research studies (Ertmer 2005; Hsu 2012, 2013; Inan and Lowther 2010; Wachira and Keengwe 2011) have reported that the majority of teachers believe their classroom technology uses were limited to low-level tasks. However, this study showed that approximately 75 % of the K-6 teachers held constructivist pedagogical beliefs about technology integration. The change from teacher-centered beliefs to more constructivist beliefs about technology integration might be due to the long-term relationship with the university (U.S Department of Education 2010). This study also found that the teachers who held constructivist pedagogical beliefs about technology use tended to have high self-efficacy beliefs about technology use, to place a positive value on technology, and to have two or more practices of high-level learning in their lessons.

PDK Washington State Chapter #1599 PDK Journal: Washington State Kappan Our quality Washington State Kappan journal will be published two times per year with the first publication this fall. This is a quality peer-reviewed journal. We encourage you to read it and submit articles. Politeness and Pragmatics in NNS interactions by Chia Suan Chong « IH Journal I am a teacher and teacher trainer currently working at International House London. This article is a brief summary of my MA dissertation: Non-Native Speaker Perceptions of Requests – an empirical study in politeness. There has been a lot of research into politeness over the last few decades in the fields of pragmatics, intercultural communication, and second language acquisition and interlanguage theory. If there is one thing that these researchers of different backgrounds could agree on, it is the fact that the ways of realizing politeness are not always universal.

School Matters - Information for Teachers This site has been designed for use as a cross-curricular ICT tool for Key Stages 1, 2 and 3. Through a series of fun, interactive games and activities, children will learn about different food-related issues: food safety, diet and nutrition, farm to fork and food technology. Activities can be used on individual PCs or interactive whiteboard in a variety of lessons, including science, geography, PSHE and citizenship and design technology. There are also a number of tried-and-tested lesson plans, as well as activity sheets, ideal for homework or extension work. The site content is based around the Food Standards Agency recommended key stage competencies and all content is checked for accuracy by both the FSA and an independent educational consultant.

Resources for Organizing an Edcamp What is Edcamp? Edcamp: Innovation in Professional Development (Getting Smart, 2012) In this interview with Getting Smart, teacher, Edcamper, and learner Kristen Swanson describes how the Edcamp movement began. Why Edcamp? (Edutopia, 2013) Swanson discusses characteristics of Edcamps, what takes place during Edcamp sessions, and the positive, personal outcomes for educators.

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