Innovation and the current classroom model most often operate as antagonists. The system is evolving, but not quickly enough to get young people ready for the new world. But there are a number of ways that teachers can bypass the system and offer students the tools and experiences that spur an innovative mindset. Here are ten ideas.
Everyone learns differently, but did you know 65 percent of people are considered visual learners? This shouldn’t come as much of a surprise, given how dominant images and videos are in our culture. These days, it seems like just about every experience, moment or even meal is documented with an image.
There’s a reason we’re so drawn to image-based learning: Our brains are poised to process images quicker and easier than text content. And eLearning courses offer the perfect forum for capitalizing on visual learning. Including visual content in your eLearning courses helps capture the attention of your audience and makes them more likely to retain more information.
Teachers and administrators struggle to find time to work together in a meaningful way. There are plenty of meetings scheduled. Many teachers leave these meetings though with the feeling of “could have spent my time doing more important things”.
How do we squeeze in one more meeting to help teachers grow as professionals? How do we add one more opportunity for teachers to learn important new skills, listen to one more educational consultant, one more expert on a new initiative? How do we give teachers the time to learn with and from their own colleagues? How can teachers learn from what is going on in the classroom next door?
There is an emerging opportunity to boost student achievement and improve working for teachers here in the U.S--and a huge opportunity to expand access to quality learning to every young person on earth.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership. Presenters: Teresa King Instructional Programs Manager Florida Virtual School Dr. Jodi Marshall Executive Vice President, Business and School Solutions Florida Virtual School
*Note: On the day of the event, you will receive a link to the webinar via email.
Within all of this change (or progress, if you will) let’s be clear about one thing:personalizing learning does not mean the death of the classroom. Education has and will always be both idea and personality driven – it’s just the way it is. A teacher is part knowledge broker and part P.T. Barnum. Quite honestly, it is a mistake to think that the vast majority of teenage students in high school innately appreciate the intrinsic merit of knowledge. Teens construct meaning collaboratively, shoulder to shoulder through the relationships they construct. You see, the importance of the classroom doesn’t lay solely within the dispensation of curriculum but also within the hidden or secondary curriculum: the interactions between students who in discovering “found knowledge” initiate and extend a collaborative discourse that, hopefully, aids in both their intellectual and socio-emotive development. This is the all-encompassing purpose of the classroom. Therefore, Kennedy again “nails it’ when he writes that we want all classes to be blended classes. There are others who are experts in Distributive Learning, so, let a few do it well for the students who need it, and we will focus on what we can do for all students.
Value of the teacher; impact of the classroom experience; personalizing all of this for the student: where do we start? How do we begin to create thatblended product – embedded online resources, flipped classrooms, shoulder to shoulder interaction – that students can consume in their personalized journey and through consumption, become inspired and “supported” by facilitative instructors to go on and create product that is meaningful to them and, hopefully, to others? Well, cue the music...
Over the course of a lifetime, the average person will spend more than 80,000 hours at work and a fair bit of the rest of their lives asleep. In that context, we should all be striving to extract as much positive energy as possible out of our work day. Equally, we should ensure that each precious day has a moment or two that lodges in our long-term memory and leaves an imprint on the world that will endure and nourish the lives of others.
When we look at the future of schooling in Canada what do we see?
First we see a willingness to challenge teacher professionalism, in part on the basis of outcome data which is questionable...Second, we see attempts to shift curriculum (what, how and when students learn) from a broad based, socially oriented and conceptual understanding focused curriculum to one more directly related to the needs of the global economy...Third, we see a demand that technology find a stronger place in the daily lives of teachers and students...The final challenge relates to the conditions of practice which teachers and school leaders face.
The concept of homework as we have known it in the past is changing rapidly, since it often distorts the overall picture of learning. Flipped classrooms, the ability to use the same technology and tools both in and out of the classroom, and personalized learning are making ripples in the education world. And while most …
"It is the responsibility of all educators to model good digital citizenship for their students. Especially when it comes to copyright, plagiarism and intellectual property. The waters are murky. Not being familiar with online digital rights and responsibilities (hey, teachers did not grow up with the Internet being around), educators are wading through uncharted waters (hey, I did not know that I could not just google an image to use. If someone puts it up online it is free for the taking). That does not mean they can close their eyes and pretend life is the same or that the same rules apply to online versus offline use of copyrighted material with their students."
About 99 per cent of professionals fail to optimise the way they use social media. That’s a made-up fact but it’s likely to be true. The main problem is that human beings are vain and while as executives we pretend that our online life is All Business, really we’re hoping [...]