Teachers learning about and with ICT as collaborative design Twenty years ago already “CERN announced that the World Wide Web would be free to anyone, with no fees due” (Wikipedia) and since then I, as many educators and educational researchers, have been observing and participating in the phenomenal changes that occurred in the way we work, learn, and play. Perhaps now is a good time to reflect on what has changed so far, and what we are prepared to make happen next in term of digital literacy for teachers. The participatory nature of the web is the first feature that comes to mind, at least in my case. The key concept in all these initiatives is collaborative design. More recently I have started using the term practice shift to describe the gradual change (as opposed to radical) that can be observed as teachers appropriate digital tools in support of learning, both their own learning and that of their students.
Using the Web to Take Virtual Field Trips By: Kennedy Schultz Helping kids learn about the world can be an exciting adventure for both adults and kids. When I teach about the chateaux of the Loire Valley in France or ancient Mayan sites in Mexico, I’m always looking for kid-friendly resources that can provide accurate information and engaging authentic pictures that hold the attention of little ones. Virtual Field Trips Since my field trip budget is pretty limited, I especially love websites that offer virtual tours and live webcams to show kids what it REALLY looks like in another world location. Live web cams are another great cultural resource. We have also found web cams of the storks roosting on roof tops in Rust, Austria, and have shared our own local webcams of Niagara Falls with our pen-pal classrooms in other countries to give them an idea of our region. Organizing Teacher Resources With all these cool resources, how do you keep track of them and retrieve them when needed?
Born to Learn ~ Home Struggling Readers: A View from Inside There are reluctant readers are in every class. Sometimes this is caused by a lack of skills. Other times it is from a lack of motivation. Still other times, there are physical, cognitive, or emotional barriers that get in the way. Educators, like surgeons, must find the root cause of the problem and formulate a prescriptive plan to bring the learner’s reading back to health. In 2007, two teachers went on an exploration in their own classrooms to discover why their readers were struggling. Literacy exists outside of the academic context Reluctant readers can be broken into three categories: those who like to read, but choose not to read, those who do not like to read, but say they may decide to read in the future, and those who do not like to read and have no plans to read. Struggling readers do not internalize reading strategies According to the study, struggling readers have negative opinions about reading and do not view themselves as readers. Learning styles matter Rachel Kovacs
15 Examples of Student-Centered Teaching 15 Examples of Student-Centered Teaching by Terry Heick 15 Examples of Student-Centered Teaching–And 15 That Are Not So Much On Sunday, we’re going to release a basic framework to begin to make sense of what “student-centered learning” mean in a modern classroom. We didn’t get too carried away and progressive with it–our goal was to help clarify for practicing teachers in existing K-12 classrooms a useful definition for student-centered learning. The text is shown below, but it reads better in the graphic as you can read both side-by-side for comparison’s sake. Teacher-Centered (Not-Student Centered) Student-Centered (Not Teacher-Centered)
Mind your language – a language based approach to pedagogy The most astonishing example of hyperbole ever! As the chap heading up Literacy at my school, I’ve been doing a lot of reading and thinking around the subject over the past year. I’ve become particularly interested in the need for oral language to develop written language and have been working with subject leaders to determine how students can think, speak and write like subject specialists. Kelly Hawkins, the head of Art at Clevedon School, has been getting her students to ‘think like artists’ for some time and it seemed a natural extension to work with teachers to encourage students to speak like geographers and write like scientists. I’ve written about some of my ideas on oracy here. But reading about the work of Lee Donaghy at Park View School in Birmingham has highlighted not only that I’m on the right track but just how much further I have to go. His first post is simply called Theory. The second post is imaginatively titled More Theory, but don’t let that put you off.. Like this:
Safety Sign Generator The server is working. I'm sorry for the "server busy" messages; the server is working, but if it gets too busy, it gets overloaded, and so you get that message. There's not much I can do about it right now. Welcome to the Safety Sign Generator. For educational purposes only. See also: Danger Sign
How Fourth Graders Are Achieving World Peace In 1978, John Hunter introduced a complex, immersive, interactive, collaborative, geopolitical game to his elementary school students. In 2011, he gained a global following when he delivered a TED talk about his 30-year experience of "Teaching with the World Peace Game." The talk was shared far and wide as millions were moved by his example of hands-on teaching. When I met John Hunter and experienced his humility, warmth and thoughtfulness, I caught a glimpse behind the effectiveness and sincerity driving his work. The Journey Leading to the Game Hunter grew up in the segregated South, instilled with a foundation in nonviolent social change. Many of his questions had no clear answers. Rules of Engagement The World Peace Game has two primary goals: Over 50 global problems (including climate change, rogue satellites, chemical warfare, massive oil spills, tsunamis, and ethnic and religious conflict) can be unraveled and solved.Every nation’s asset value must exceed its starting point.
25 Things Skilled Learners Do Differently Student-Centered Learning: It Starts With the Teacher Have you ever attended a conference session and seen groups of teachers leave in the middle? It's painful to watch, yet completely understandable. Often, they leave because the session was not what they expected. Let's be honest: when teachers and/or administrators attend learning experiences, what is the one non-negotiable expectation -- without which the session is deemed a failure? Answer: Leaving with skills and strategies that can be used immediately to impact instruction and work-related responsibilities. Achieving this goal means understanding what the participants value, and engaging them in those areas. Student-centered classrooms include students in planning, implementation, and assessments. This first of my three posts on student-centered classrooms starts with the educator. Allow Students to Share in Decision Making Placing students at the center of their own learning requires their collaboration. Why is about relevance. Believe in Students' Capacity to Lead
Assessment and Feedback Topics The Assessment Practice Topic pages provide background information on widely discussed aspects of assessment and feedback. Each page gives a summary of what is important about the topic, explores what we already know about the relationship between the topic and technology, and offers links to other sources of information with alerts about which projects in the Jisc Assessment and Feedback Programme have resources and findings to contribute in that area. A further set of pages draws out discussion points that have arisen as the programme evolved. These pages surface salient new ideas plus advances in technology that have emerged from the work of the projects to complement the more widely focused Topic pages. Please note that information may change from time to time in the light of significant new thinking, for example when further evidence and resources from the projects enter the public domain. Related Pages Transforming Assessment and Feedback (home page)
Friday Focus Friday, November 7th, 2014 I thought I would try a twist to the traditional "Sunday News" with the Friday Focus. This will be a staff newsletter that will include updates and educator resources that I've collected over the week. Give me your feedback on how you like this format. Please take time to reflect on our No Worksheet Holiday on the Google Form that I sent you before Monday. Thank you for taking time to do this, as your thoughts are very important. I also want to give a big shout out of appreciation for the creativity that continued long after No Worksheet Holiday was over. Have a fabulous weekend! " The positive atmosphere throughout the WHOLE building K-5 boosted enthusiasm for the day (students and adults). "No work sheet holidays rocks, here is why.There are a lot of ways to learn. At a Glance Monday: PD DAY8-10 at FHS10:30-12:30 McIntire Library (bring data team resources)12:30-1:30 Lunch1:30-3:30: Grade level/dept PD Tuesday: Wednesday: Thursday: Friday: Veterans' Day November 11th