by Marilyn Price-Mitchell, PhD. In the 3rd of a 4-part series on character strengths, this article focuses on how teachers can create positive learning environments that uses character strengths as the foundation to a core curriculum.
In his recent article School Made Easy: Character Education is the Key, Dr. Neal Mayerson, Chairman of the VIA Institute, points out that teachers choose the type of culture to create in their classrooms.
===> Cultures of collaboration, confidence, mutual respect, and engagement help nurture the development of character strengths. <===
Read more, very interesting and very important for best "eCitizen" and "Digital Citizen-Ship"...
Robin Good: What does curation mean from an educational viewpoint? And what is the key difference between "collecting" and "curating".
Nancy White (@NancyW), a 21st Century Learning & Innovation Specialist and the author of Innovations in Education blog, has written an excellent article, dissecting the key characterizing traits of curation, as a valuable resource to create and share knowledge.
She truly distills some key traits of curation in a way that is clear and comprehensible to anyone.
She writes: "The first thing I realized is that in order to have value-added benefits to curating information, the collector needs to move beyond just classifying the objects under a certain theme to deeper thinking through a) synthesis and b) evaluation of the collected items.
How are they connected?"
And then she also frames perfectly the relevance of "context" for any meaningful curation project by writing: "I believe when we curate, organization moves beyond thematic to contextual – as we start to build knowledge and understanding with each new resource that we curate.
Themes have a common unifying element – but don’t necessarily explain the “why.”
Theme supports a central idea – Context allows the learner to determine why that idea (or in this case, resource) is important.
So, as collecting progresses into curating, context becomes essential to determine what to keep, and what to discard."
But there's a lot more insight distilled in this article as Nancy captures with elegance the difference between collecting for a personal interest and curating for a specific audience.
She finally steals my full endorsement for this article by discretely inquirying how great a value it would be to allow students to "curate" the domains of interest they need to master.
At ISTE, I had the pleasure of presenting in the Google theatre on Writing with Google Docs. It was a short presentation aimed at demonstrating how educators can use Google Docs to foster writing in its various stages.
Via Dennis T OConnor
"Turn your students into historians with primary-source based activities that develop historical thinking skills. Activities are ready to use in your classroom. Or alter an existing activity to fit your unique needs."
Finnish educator and author Pasi Sahlberg writing in yesterday’s Washington Post: Many reformers believe that the quality of education improves when schools compete against one another. For cooperation to happen, we need to be participating transparently with the idea that others can build upon what we share, reshare it, curate it, connect it or whatever else. In that vein, it’s why we need to promote a “network literacy” that supports our ability to find, analyze, synthesize and share information and knowledge in safe, effective and ethical ways. In my discussions and snap polling of education audiences, I can tell you we’re nowhere near a tipping point with that in schools.
Via Ann S. Michaelsen
In their new book, Digital Fluency: Building Success in the Digital Age, Christian Briggs and Kevin Makice offer a roadmap to digital fluency for individuals and organizations.
So what's the difference between digital literacy and digital fluency? According to Briggs and Makice, literacy means you know what tools to use and how to use them, while fluency means you also know when and why to use them. They also offer this core definition: "Digital fluency is the ability to reliably achieve desired outcomes through use of digital technology." Under this definition, fluency also includes the ability to choose the right tools and use multiple tools in combination.
When parents and teachers consider how children learn, it’s usually the intellectual aspects of the activity they have in mind. Sidney D’Mello would like to change that. The University of Notre Dame psychologist has been studying the role of feelings in learning for close to a decade, and he has concluded that complex learning is almost inevitably “an emotionally charged experience,” as he wrote in a paper published in the journal Learning and Instruction earlier this year.
A simple lesson involving concept, reflection and extended writing shouldn’t present too much of a problem! Admittedly Monday period one is not the greatest educational slot but the conclusio...
Via John Evans, Aki Puustinen
Search, links, media sharing, social media, Wikipedia, games, open source etc. are ground breaking shifts in the way we learn, says Donald Clark. Unfortunately, they're not matched by the way we teach. The growing gap between teaching practice and learning practice is acute and growing. Institutional teaching, especially in Universities is hanging on to the pedagogic fossil that is the lecture. The true driver for positive, pedagogic change is the internet.
The principal is the single most powerful person in a school district. Their leadership makes the weather for staff and students, and the culture they create is tangible. It follows that top princi...
Via Erin Paynter
Tthere are many reasons why there is a growing educational focus on the iPad and most important of all these reasons are its portability feature and ease of use. It is too early to talk about iPad as a replacememnt of the tradional book but the speed at which schools and educational centres all around the world are embracing it is a clear omen that there will soon be a culture of digital eBooks and virtual libraries where access to books will be as easy as sending an email.