The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys.
At TeachThought, we constantly wrestle with two big questions: How do people learn, and how can they do it better in a constantly evolving context?
In pursuit, the theme of “21st century learning” often surfaces, a popular label that, while perhaps cliche, still seems to be necessary as we iterate learning models, fold in digital media resources, and incorporate constantly changing technology to an already chaotic event (i.e., learning)...
This week we gathered 10 must-read articles about synchronous learning so next time not only your choice will be easier but if you choose to deliver real-time e-learning experience, you will know everything you need to make it super valuable and engaging.
Through my experiences and after questioning other educators, I have determined that your ability to collaborate effectively is influenced by many factors- Previous experienceGrowth mindsetSchool contextTimePersonalityInsecurityPerceived value of collaborationUnderstanding of collaboration-what it is and isn’t.Appreciation of othersLearning philosophyBalanced ContributionBelief in a common goalAutonomy or Interdependence- Seeing yourself as ‘we’ not just ‘me' Learn more: - http://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/ - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Collaboration - http://gustmees.wordpress.com/2014/09/06/digital-citizenship-internet-safety-and-cyber-security-advisory-board-run-by-students/. - http://gustmees.wordpress.com/2014/05/29/practice-put-students-in-the-drivers-seat-how-to/
To teachers who are accustomed to a certain methodology, a statement such as "This other strategy is better" could be interpreted as "I have not been a good teacher; I've been harming my students." For principals, the subtext for "Effective principals spend 10 hours a week doing classroom walk-throughs" could be understood as "Since I don't get to many visits, I am a bad principal."
We understand that there is no "right" way to approach communication. Instead, we believe, it is about how we, as educators, view others and ourselves. Do we imagine ourselves as experts, convincing others that they must see the world our way? If so, we are more focused on being right than on doing right. Or, do we see ourselves as members of a community given a most precious trust, that of educating our children? Do we recognize the awesome nature of this charge and the logical and moral imperative that we continue to challenge our own thinking?
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.
The 21st Century Fluencies are not about hardware, they are about headware and heartware.
We need to move our thinking beyond our primary focus on traditional literacy to an additional set of 21st-century fluencies that reflect the times we live in. That’s the essence of the 21st Century Fluencies! Today, it’s essential that all of our students have a wide range of skills that develop the ability to function within a rapidly changing society—skills far beyond those that were needed in the 20th century. These skills are not about technological prowess. The essential 21st Century Fluencies are not about hardware; they are about headwareand heartware! This means critical thinking, problem-solving, creativity, innovation, and so much more. These aren’t just for the students, though. The 21st Century Fluencies are process skills that we all need, and there is as much benefit in cultivating them within yourself as within your classroom.
8 ways to think about tech in ways that actually improve the classroom. Bringing technology into the classroom often winds up an awkward mash-up between the laws of Murphy and Moore: What can go wrong, will - only faster.
Cheryl Frose's insight:
Technology...for the right purpose, at the right time, in the right way...can be wonderful. But it needs to be kept in its place.
Synchronous and asynchronous learning technologies are the two most common online learning types. The Synchronous and Asynchronous e-Learning Infographic explores these common types of e-learning and how they can be implemented at organizations. Considering the Benefits of Synchronous and Asynchronous e-Learning, effective e-learning courses should include both asynchronous and synchronous learning activities. Via: www.mindflash.com
CNN.com delivers the latest breaking news and information on the latest top stories, weather, business, entertainment, politics, and more. For in-depth coverage, CNN.com provides special reports, video, audio, photo galleries, and interactive guides.
Please note that CNN Student News is designed for use in middle and high school classrooms. It's always a good idea for you to preview each program before showing it to students.
What are the benefits for the teacher and learner in the context of open education and OER? How does a blended-learning school boost student achievement? How can we design the schools for 21st Century Learning? How will be the classroom of tomorrow? What are the tools and resources for the 21st Century Educator?
Cheryl Frose's insight:
From December 2012 but there are still some good videos here.
Author says: I have a recent interest in both Growth Mindsets and Maker Education; and have blogged and presented on both of these topics. As such and because of my passion for both of these area, I have been ...
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...