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Ten Tips for Becoming a Connected Educator

Ten Tips for Becoming a Connected Educator
We all know that education budgets are getting cut more and more, and that meaningful professional-development opportunities have unfortunately become a bit of an oxymoron in education. Not only can being a "connected educator" help change that, but it can also provide you with ongoing inspiration and support. I'd even go as far to argue that being connected will be the most impactful thing you can do in your career. So with all of that said, I'd like to provide you with these ten tips on how you can get connected -- starting tomorrow. 1. I've been in so many meetings with educators who talk about the power of making mistakes. 2. When I teach others how to get started using social media for professional development, many request a manual of some sort -- a detailed step-by-step account that tells you exactly what you need to do. 3. I recently heard this playful metaphor of a puppy getting loose for the first time to describe how people should use social media. 4. 5. 6. 7. 8. 9. 10.

Connected Learning Visually Explained for Teachers We have been talking a lot about the connected educator in the previous posts because we are in a month that is officially labelled the Connected Educator month, however, today we will have a cursory look into another closely related topic: connected learning. Connected learning is a learning theory that is a set of conceptions and ideas about the nature of learning. This theory, as is indicated in the graphic below, works towards making learning a collaborative task built through the participation of different parts. Connected learning also draws on the diversity of experiences, interests, and contexts in which learners participate.According to this theory, this diversity of the learners experiences increases the learning potential. At the centre of any connected learning are three values : The graphic below features all of these ideas.

Global Competence | Education By Anthony Jackson In matters of national security, environmental sustainability, and economic development, what we do as a nation and in our everyday lives is inextricably intertwined with what governments, businesses, and individuals do beyond our borders. This new reality helps us more clearly define the role that education must play in preparing all students for success in an interconnected world. The United States have invested unprecedented resources in education, betting that our outmoded, factory-age system can be fundamentally transformed to prepare students for the rigors of a global economy. They have challenged states and school districts to set clearer, higher standards and assess student progress in more creative ways, prepare more productive teachers, and provide effective intervention in failing schools. These are necessary strategies for change, but insufficient to create the citizens, workers and leaders our nation needs in the 21st century. Investigate the World.

What’s your process? I’m interested in professional learning and how to best support individuals, teams, and schools in the never-ending quest to provide the best professional “development” possible, so the concept of Personal Knowledge Management is very intriguing to me. While schools and companies work to ensure they provide ample learning opportunities for their staffs, it’s clear that in order to truly grow as professionals, we must personally invest our own time and efforts into our learning. Because You know who is in charge of your professional development? You. After reading Harold Jarche’s work on PKM – see here and here for some of his most informative resources on the topic (and the chance to learn with Jarche here), I wanted to use his Seek-Sense-Share model to describe all that influences my learning on a daily basis. Before becoming a connected educator, I could count those sources of information and inspiration on one hand. Here’s what my process currently looks like. Direct link to the image

What Is Connected Learning? There are a ton of resources floating around out there about connected learning. Connected learning brings together all of the various experiences, interests, technology, academics, people and communities that learners are a part of in order to make all of these scenarios and experiences learning opportunities. Many teachers naturally do this to some degree in their classroom already, without perhaps the official ‘name’ attached. The handy infographic below, from Mia MacMeekin, takes a deeper look into connected learning, and highlights what is so great about it! What Is Connected Learning? Connected learning leverages a number of different things in order to create a larger reaching spread of learning opportunities. ExperiencesInterestsTechnologyPeopleCommunitiesAcademics What Does Connected Learning Value?

Teachers Support Differentiated Learning Through Professional Development and Collaboration Sometimes, y'all when we're researching we find out things that we think we knew already might not be exactly true. Is that okay? Yes. The teaching team at Forrest Lake is a tightknit group. Many of them have worked together for several years collaborating to improve their teaching skills and supporting each other as they embrace rapidly evolving technology. Alright, we need to look at home life. How they travel in transportation. Transportation. Yeah. Every other week grade-level teams meet in what they call "Collaborative Corner" to discuss challenges and plan interdisciplinary lessons together. Because we have plenty of resources on everything. Media specialist, Lizzie Padget. Do you like having the taste of the countries with everybody in a different room? And Curriculum Coordinator, Marian Scullion. The student will demonstrate an understanding of other settings across the world. We've used a number of different models over the years for staff development and training. Oh we can do that too.

Gedding a Cosmic Shift of the Future | Journeys off the Beaten Path… This is the 3rd Post in the “Gedding It” Series. CC image courtesy of Salvatore Vuono/, modified by C.Beach Imagine this: March 26th, 2024. I view the class communication stream and see that the students had a lively discussion amongst themselves last night about how their global learning groups are working out these days; very interesting!! The alert I set on my PCD (personal communication device) reminds me to check if the class financial report shows that all the students have submitted their payments and are ready to go to our outdoor learning area on Friday. After I chat with the local LifeCareHome about how Riley’s night went last night, I finally tackle my most important task before school begins: I view my Geddit stream to check out my students’ progress: at what stage is each student in their learning plan, and how are each of my students doing with their learning? Is this a little too far-fetched into the future for you? Totally Immersed CC image by CBeach.

Crear pósters y pancartas A menudo decoramos nuestras carteleras con pósters y carteles analógicos para hacerlas más atractivas, o para hacer bien visible de forma permanente una información a nuestros alumnos: una norma, una tabla de multiplicar, un mapa de conceptos... Con Posterazor puedes crear e imprimir carteles de gran formato y muy vistosos de forma casera con una impresora cualquiera. Diseño del póster Los profesionales de diseño quizá utilizarán programas del tipo Gimp, Inscape, Día ... Pero también podemos utilizar el Impress, Draw o cualquier otro programa de presentaciones multimedia para hacerlo, siempre que nos permita exportar nuestro trabajo como una imagen. Ves a Impress y crea un documento nuevo. Finalmente, lo exportas como PNG o JPG (Archivo> Exportar). Impresión del póster Para imprimir el cartel utilizaremos Posterazor, un programa con licencia GNU y multiplataforma. Primer paso: abre la imagen que contiene el gráfico a imprimir (la que has generado al diseñar el cartel).

Collaboration/Cooperative Teaching/Teacher Tools/Types of Co-Teaching Types of Co-Teaching What are the five types of co-teaching? Friend, Reising, and Cook (1993) identified five options teachers typically use when implementing a co-teaching model. As teams progress through these 5 types, it is important to remember these types are hierarchical across three variables. Lead and Support One teacher leads and another offers assistance and support to individuals or small groups. Station Teaching Students are divided into heterogeneous groups and work at classroom stations with each teacher. Parallel Teaching Teachers jointly plan instruction, but each may deliver it to half the class or small groups. Alternative Teaching One teacher works with a small group of students to pre-teach, re-teach, supplement, or enrich instruction, while the other teacher instructs the large group. Team Teaching Both teachers share the planning and instruction of students in a coordinated fashion.