Systems Thinking As the Door to Continuous Improvement MISSION: ASCD (formerly the Association for Supervision and Curriculum Development) is a membership organization that develops programs, products, and services essential to the way educators learn, teach, and lead. 1703 North Beauregard St. Alexandria, VA 22311-1714 Tel : 1-800-933-ASCD (2723) Fax : 1-703-575-5400 8:00 a.m. to 6:00 p.m. EST Monday through Friday Local to the D.C. area: 703-578-9600, press 1 Toll-free from the U.S. and Canada: 1-800-933-ASCD (2723), press 1 All other countries (International Access Code): +1-703-578-9600, press 1 ASCD recognizes and respects intellectual property rights and adheres to copyright law. Chapter 2. Each school is a complex living system with purpose. Every staff member must be regarded as a trusted colleague in the examination of assumptions and habitual practices. Whether the system is incompetent or competent depends on how it is understood by key stakeholders. The school as a system of interlocking and interacting elements
Weekend Reading: Reinvention Edition Two years ago, there was a big push on my campus to adopt a new class schedule, one that regularized the start time of evening classes and created a new Monday-Wednesday option for courses. The totally predictable wholly unforeseeable effect, as I’ve noted before, was to depopulate MWF (or just F) classes. It turns out that if students have the option to build their schedule around a shorter week, many of them will do so. Yesterday’s big push on campus is, of course, to “offer more Friday classes in the fall.” Can it be spring break yet? Here are this week’s links: Craig Mod, a former designer at Flipboard, discusses “How We Will Read”: I find I struggle with other “social” reading applications because they require excessive amount of work to get the books into their system. In this week’s video, Jason Priem discusses altmetrics, total impact, and the decoupled journal: Have a great weekend! Photo “Four Mile Lake Winter Trail” by Flickr user ex_magician / Creative Commons licensed BY-2.0
Лучшие шпаргалки - с помощью linoit.com - 17 Марта 2013 - Блог «Мозговой штурм» (англ. brainstorming) — один из наиболее популярных методов стимулирования творческой активности. Он позволяет найти решение сложных проблем и широко используется во многих организациях для поиска нетрадиционных решений. В последние годы широкое распространение получил «электронный мозговой штурм» (online brainstorming), использующий интернет-технологии. Сервис linoit.com. как нельзя лучше подходит для этих целей. Давайте познакомимся с его возможностями. Заходим на сервис, регистрируемся и получаем для работы онлайн доску, с помощью которой можно создавать холсты или полотна (canvas). Над созданием холста можно работать и индивидуально, но в группе и полезнее и интереснее. Видеоинструкция, созданная мной для учеников (проект "Понятный учебник физики"): Несколько готовых работ, выполненных учениками 8Б класса. Тема работы "Сила тока" Тема работы "Электрическое напряжение"
Khan Academy How I make time for social, networked learning « Connecting the dots Stressed out? Overloaded with information? Never enough time in the day? I choose to spend a fair chunk of my day wandering like a knowmad through the events and artifacts of #change11, #ds106 and #cck12. Creativity through connectivity Although I am a learning ‘designer’ in the public sector, I don’t think of myself as overly creative or artistic. I find that connective learning repeatedly triggers serendipity that draws me back day after day: that delightful unearthing of little gems of insight that I likely wouldn’t have been exposed to by other means. Now that I’ve chosen to experiment with HootSuite and Diigo and live Twitter events such as #lrnchat, I find it hard to remember a time without these tools. Being a fairly organized person, I started putting up sandbanks against the information flood long before I’d ever heard about social media. Taming the email beast I send and receive about 50 emails a day but I keep my inbox and sent folder to a dozen items or less. Focus!
Читать не вредно — вредно не читать! Подробно об истоках проекта и его идее можно прочитать на странице Начало >>> Если вы не можете подобрать себе книгу для чтения, возможно, вам поможет страница Выбираем книгу >>> Испытываете затруднения с созданием блога для проекта? Зарегистрироваться для участия в проекте, а также познакомиться с другими участниками, можно на странице Блоги участников проекта >>> Книга прочитана, и вы хотите написать интересный отзыв о ней в своём блоге. Хотите найти отзыв на конкретную книгу? Отзывы на книги, наиболее востребованные участниками проекта, собираются на странице Интерактивные плакаты >>> Принять участие в их создании и пополнении может любой участник проекта. Развитие проекта можно проследить, читая страницу Новости >>> Последние пять новостей отображаются в центральной части этой страницы. Если вы хотите оперативно отслеживать новые сообщения в блогах участников проекта, подпишитесь на friendfeed проекта. Хотите увидеть фотографии необычных книг? Приятного чтения всем нам! 1. 2. 3. 4.
The Teacher Residency Question (This post also appears at Rick Hess Straight Up.) I’ve gotten a number of questions and comments regarding NCATE’s big Blue Ribbon Panel report, both after my remarks at the National Press Club and in response to yesterday’s post. Thought it worth taking a couple moments to expand and explain a bit, especially because teacher residencies are one of our current “everybody loves ‘em” enthusiasms. First, let’s be clear. I dig the idea of clinical residencies. Something like the Boston Teacher Residency (BTR), or the approach employed in Long Beach, makes all kinds of sense–for those programs, districts, and teachers. But, let’s just stipulate that clinical experience is, broadly speaking, a cool idea. First, even if today’s boutique efforts are found to “work,” how confident can we be that large-scale imitation will deliver similar benefits? Second, who exactly does the residency model make sense for? So, again, high-quality residency programs are swell. -Frederick Hess
plpnetwork - home В мире физики Wikis: Pulling It All Together Online Collaboration | Feature Wikis: Pulling It All Together Online Elementary teachers are using wikis in and out of the classroom. By Bridget McCrea10/20/10 David Lindsay discovered wikis in 2005, several years before collaborative Web 2.0 innovations would officially infiltrate the educational space. "I was looking for an easier, free way to manage the competition," said Lindsay, a fourth grade teacher and technology coordinator at Rosedell Elementary in Saugus, CA. "At the time, there was software available for what I wanted to do, but it was cost-prohibitive," said Lindsay, who was also challenged by the fact that Web site design five years ago still required the developers (in this case, the students themselves) to write code. By definition, a wiki is a Web site that allows for simple creation and editing of multiple, interlinked Web pages. For the last five years Lindsay has used wikis both in and out of the classroom.
The Rapid eLearning Blog Creating great interactive learning experiences requires a few core building blocks: relevant content, pull versus push, and real-world decisions. With those building blocks you're able to structure effective learning scenarios that are meaningful to the learner and helps meet the objectives of the course. One of those building blocks in creating relevant content or content that is placed in a meaningful context. Essentially, you want to recreate the types of scenarios that are similar to the ones the learner has in real life. This allows them to see the content in ... Read the full article After last week's post on the different drag & drop interaction examples, I had quite a few emails asking for tips on how to create drag and drop interactions for elearning. Sliders are used as a means to make adjustments/selections or as a simple way to navigate content. It helps to look at what others are doing to get ideas and inspiration for your own work. Create ...
ДИДАКТОР На этой странице публикуются материалы, посвящённые дидактическому инструментарию образовательных технологий. Описываются современные подходы к обучению и воспитанию. Техника активно-продуктивного чтения Самостоятельная работа с учебником в условиях перенасыщенностри информационной среды требует новых подходов. Показана техника эффективного и продуктивного самостоятельного учебного чтения. Приводится описание приёмов данной техники Описание техники и перечисленных приёмов. Технология модульно-редуктивного обучения Основные идея авторской технологии, которая основывается на самостоятельной работе ученика с учебным материалом, его трансформации в конкретные продукты учебной деятельности. Описание технологии модульно-редуктивного обучения. Сценарий редуктивного урока. Ученический проект в условиях модульно-редуктивного обучения Статья о технике интерактивного обучения Статья об организации работы микрогрупп Синектика – метод групповой активности Читать статью Метод аналогий Уильяма Гордона