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How To Be a Teacher Leader | CTQ | LEARNing To Learn

How To Be a Teacher Leader | CTQ | LEARNing To Learn | innovation in learning | Scoop.it
Be the thing you teach.Be the expert of your classroom. Be data savvy.Be continually reflective on your practice.Be able to defend your practice.
This directive is similar to the data-savvy and expert points, but teacher leaders need to be able to explain their craft. Your administrator will be trotting all kinds of people through your classroom.  As a teacher leader, you might be a maverick, doing things a little differently than the rest of the herd. Be prepared to defend that road less traveled.  Know why you do the things you do.  Then, as a leader, share everything you know.

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María Dolores Díaz Noguera's curator insight, October 30, 2015 9:01 AM

Aprendiendo a ser líder...How To Be a Teacher Leader | CTQ | LEARNing To Learn | @scoopit via @knolinfos http://sco.lt/...

Angela Ribo's curator insight, October 30, 2015 11:40 AM

Very practical insight.

www.cheapassignmenthelp.com's curator insight, October 31, 2015 2:30 PM

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Heutagogy Explained for Teachers (and Tools That Support It) | LEARNing To LEARN

Heutagogy Explained for Teachers (and Tools That Support It) | LEARNing To LEARN | innovation in learning | Scoop.it
October 20, 2015
Heutagogy is a learning and teaching  approach that is primarily self-directed or self-determined. Unlike the traditional pedagogic paradigm where learning is administered in a controlled environment under the auspices of a ‘knowledge expert’ (teacher) and where learners agency is defined in the logic of conformity and passive adhesiveness to pre-defined instructional guidelines, a heutagogic pedagogy is more learner entered. It is bent on developing learners autonomy and enabling them to take control of their own learning. At its core is the individual empowerment through equipping learners with a variety of skills and competencies to help them with their self-formation.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Heutagogy

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 


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Linda Heiland's curator insight, October 22, 2015 10:31 AM

Provides another level of meaning to making students accountable for their learning!

Iolanda Bueno de Camargo Cortelazzo's curator insight, October 22, 2015 1:24 PM

É importante que os professores se atualizem em relação às novas abordagens de aprendizagem de modo a continuarem o se udesenvolvimento profissional  e auxiliarem seus estudantes. com  estratégias para aprender ,

Tony Palmeri's curator insight, October 24, 2015 10:02 AM

I chose this article because I have not sensed the endorsement of self-directed learning that I experienced, say 10 years ago. However, the author describes different tech tools that support the idea of self-directed learning. Certainly, social media and the availability of knowledge and resources that support it (animations, tutorials, videos) make self-directed learning a more realistic venture. 

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Eduapps - Bausteine für zeitgemäßen Unterricht und innovative Pädagogik | Apps

Eduapps - Bausteine für zeitgemäßen Unterricht und innovative Pädagogik | Apps | innovation in learning | Scoop.it
Das Institut für Medienpädagogik, IKT & E-Learning möchte erprobte, medienpädagogische Szenarien präsentieren, die Lehrende im Unterricht einsetzen können.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/apps-for-any-use-mostly-for-education-and-free

 

https://gustmees.wordpress.com/2014/09/15/specialized-magazines-for-apps/

 


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Gust MEES's curator insight, October 11, 2015 3:40 PM
Das Institut für Medienpädagogik, IKT & E-Learning möchte erprobte, medienpädagogische Szenarien präsentieren, die Lehrende im Unterricht einsetzen können.


Learn more / En savoir plus / Mehr erfahren:


http://www.scoop.it/t/apps-for-any-use-mostly-for-education-and-free


https://gustmees.wordpress.com/2014/09/15/specialized-magazines-for-apps/


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Why build a Personal Learning Network?

Why build a Personal Learning Network? | innovation in learning | Scoop.it
Time spent developing your Personal Learning Network is time well spent but it does take time. The danger busy teachers face is in becoming so engrossed in dealing with the day to day business of teaching that we make poor choices when it comes to time spent on our personal learning. We manage to find time for our students, for phone calls home, for report writing and programming all the while letting our engagement with learning slip down the list of things to do. Ensuring your personal learning is a priority is essential and should be seen against the value it brings to your students; enhance your teaching and you enhance their learning.

 

Munro, Hopkins and Craig recognise this when they state ‘Student outcomes depend on the teaching in the school, its pedagogic capital’. For you, your school and most importantly your students time invested in building a Personal Learning Network is time spent developing your pedagogic capital. 

 

Learn more:

 

https://globaleducationandsocialmedia.wordpress.com/2014/01/19/pkm-personal-professional-knowledge-management/

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=PLN

 


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Carlos Rodrigues Cadre's curator insight, September 30, 2015 2:56 PM

adicionar sua visão ...

Tamie Douglas's curator insight, September 30, 2015 9:05 PM

A great article ensuring that Educators make time to continually invest time into their own learning practices. Information is always changing, being updated,  being expanded, or being debated, so educators need to be aware of these adjustments. By analysing their knowledge and beliefs on certain topics and researching other perspectives educators will show growth and critical thinking in their own learning strategies.  

Dan Kirsch's curator insight, October 1, 2015 8:06 AM

Great point!! I truly believe that I have continued my life long learning by becoming a member of a PLN!!! It as lead me to be a member of a global collaboration blog! 

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Educational Leadership | Leveraging Teacher Leadership | EL Study Guide

Educational Leadership | Leveraging Teacher Leadership | EL Study Guide | innovation in learning | Scoop.it
Teachers lead learning in their classrooms every day, but teacher leadership often extends beyond the classroom. Teachers lead their colleagues in professional learning and growth. They lead their communities in bringing change to schools. They might focus on leading within their schools and localities, or they might use social media to share their ideas with fellow educators around the world. But such leadership can be a challenge.

 

Administrators and policymakers need to listen to teacher voices and give teachers room to lead. This issue of Educational Leadership looks at how teachers are leading today and considers how schools can best leverage the leadership skills of teachers.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip

 


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Dorothy Retha Cook's curator insight, July 10, 2015 10:45 AM

THERE ARE THE TEACHERS THAT ARE WELL WORTH BEING RESPECTED FOR THEIR JOB DONE BUT THATS NOT EVERYONE AND SOME THAT ARE NOT SPEAKING THE SAME LANUAGE AS THE NORM ARE EASILY IGNORED ,PUSHED A SIDE OR DEEMED A PROBLEM AND THEN CREATIVE WAYS OF GETTING THEM REMOVED FROM TEACHING IS EMPLIMENTED AND DONE. THEREFORE IT IS IMPORTANT TO BE HEARD BUT LET WHAT IS BEING SAD LINE UP WITH THE TRUE TEACHING PRACTICES BECAUSE THINGS CAN BE SO BEAUTIFUL ON PAPER BUT IN REALITY SOME COULD CARELESS BUT IF DOCMENTED ITS BINDING SO MAY THERE BE A SYSTEM OF ACCOUNTABILITY. NOT JUST INTERNAL THRUTHE STATE AGENCIES ALONE.

Apollo B. Gabazira's curator insight, July 11, 2015 3:47 AM

Teachers leading beyond the classroom talks a lot to the 'space & trust' administrators accord teachers - as well 'triggering leadership-DNA' amongst teacher ranks. The latter needs training as well as coaching & mentoring 

María Dolores Díaz Noguera's curator insight, July 12, 2015 2:51 PM

Liderazgo...Educational Leadership | Leveraging Teacher Leadership | EL Study Guide | @scoopit via @knolinfos http://sco.lt/...

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How to create a culture of daily mentorship | eLeadership | Coaching | Mentoring | eSkills

How to create a culture of daily mentorship | eLeadership | Coaching | Mentoring | eSkills | innovation in learning | Scoop.it
According to a study by Harvard Business Review, young high achievers value mentoring and coaching and often leave their current gigs in a quest to have those needs met. Companies like Microsoft and KPMG have caught on by giving employees exposure to peers in different divisions to provide fresh ideas and new ways of thinking.

In addition to more formalized training and education programs, many companies also try to foster mentorship within their organizations, often with mixed results. Like matchmaking, mentorship can seem shrouded in mystique and luck. HR departments eagerly set up colleagues for lunches or other work “dates” and cross their fingers that the chemistry will spark. A seasoned pro will take an eager novice under his or her wing and the next generation of great leaders will be born.


Learn more:


https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/


https://gustmees.wordpress.com/2014/10/11/learning-to-become-a-good-digital-citizen-digital-citizenship/



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Gust MEES's curator insight, June 19, 2015 9:41 AM
According to a study by Harvard Business Review, young high achievers value mentoring and coaching and often leave their current gigs in a quest to have those needs met. Companies like Microsoft and KPMG have caught on by giving employees exposure to peers in different divisions to provide fresh ideas and new ways of thinking.

In addition to more formalized training and education programs, many companies also try to foster mentorship within their organizations, often with mixed results. Like matchmaking, mentorship can seem shrouded in mystique and luck. HR departments eagerly set up colleagues for lunches or other work “dates” and cross their fingers that the chemistry will spark. A seasoned pro will take an eager novice under his or her wing and the next generation of great leaders will be born.


Learn more:


https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/


https://gustmees.wordpress.com/2014/10/11/learning-to-become-a-good-digital-citizen-digital-citizenship/


Simon Awuyo's curator insight, June 21, 2015 4:58 PM

As a mentor I need the mentoring sills and knowledge to be a better mentor.

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Start a Reading Revolution: Flip Your Class With Blogs | Blogging | eSkills

Start a Reading Revolution: Flip Your Class With Blogs | Blogging | eSkills | innovation in learning | Scoop.it
By adding blogs to a flipped ELA class, teachers present literacy as a design challenge where words, images, and format serve to express students' ideas.

 

 

 

 

 

Learn more:

 

https://gustmees.wordpress.com/2013/10/14/practice-using-blogs-for-home-work-to-get-ict-skills-and-creativity/

 

https://gustmees.wordpress.com/2013/03/25/practice/

 

https://globaleducationandsocialmedia.wordpress.com/2014/07/02/put-your-title-in-here/

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Blogging

 


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Gust MEES's curator insight, June 2, 2015 4:05 AM
By adding blogs to a flipped ELA class, teachers present literacy as a design challenge where words, images, and format serve to express students' ideas.


Learn more:


https://gustmees.wordpress.com/2013/10/14/practice-using-blogs-for-home-work-to-get-ict-skills-and-creativity/


https://gustmees.wordpress.com/2013/03/25/practice/


https://globaleducationandsocialmedia.wordpress.com/2014/07/02/put-your-title-in-here/


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Blogging


Dr. Laura Sheneman's curator insight, June 2, 2015 9:14 AM

A reading transformation can occur in your school much like it has in my classroom, replacing fear and dread with excitement and self-expression. Students will read if they choose the books. They will write with voice and clarity if they have the ability to express their thoughts. They can change from reluctant to inspired readers if it happens on their own terms. All you have to do is flip the experience, turning the practice of reading on its head by making them the creators of their own learning.

RESENTICE's curator insight, June 3, 2015 3:49 AM

Inverser sa classe avec des BLOGS

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Creative Classrooms Lab - Tablets in schools - UK - YouTube

Creative Classrooms Lab - Tablets in schools

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Gust MEES's curator insight, May 28, 2015 1:38 PM

Creative Classrooms Lab - Tablets in schools


Koen Mattheeuws's curator insight, May 29, 2015 3:32 AM

Krab het promo-laagje ervan en luister naar en kijk naar wat deze mensen zeggen en doen. Ook dit is een manier om meer eigenaar te worden van eigen leren.

Jerry Johnson's curator insight, May 29, 2015 9:17 AM

Worth a look... 

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WHAT Are THE Skills Needed From Students In The Future!? | eSkills

WHAT Are THE Skills Needed From Students In The Future!? | eSkills | innovation in learning | Scoop.it

WHAT Are THE Skills Needed From Students In The Future!? OR, WHAT Are THE Jobs Look Like In The Future!? That are actually questions which I get asked very often from people and where I could ask ONLY the first one! WHAT Are THE Skills Needed From Students In The Future!? Well, there is one well renown person WHO explains it BEST in my opinion, and that is Howard GARDNER.


Learn more:


https://gustmees.wordpress.com




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SageRave of Get Custom Content's curator insight, May 27, 2015 2:15 PM

Alot of these skills cannot be taught. Your B.A., MBA., or Ph.D.may not give you the edge you thought they might.

nihal abitiu's curator insight, June 1, 2015 6:24 AM

1- Leadership, 2- Collaboration, 3- Adaptability, 4- Innovation, 5- Critical thinking, 6- Communication, 7- Productivity and accountability, 8- Accessing, analysing and synthesizing information, 9- Global citizenship, 10- Entrepreneurialism

FCPE Marx Dormoy's curator insight, July 1, 2015 6:51 AM

Vision certes anglo-saxonne mais assez adaptée à ce que l'on voit dans les grandes entreprises "mondialisées"

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Curiosity: The Heart of Lifelong Learning | LEARNing To LEARN

Curiosity: The Heart of Lifelong Learning | LEARNing To LEARN | innovation in learning | Scoop.it

If you suspect that curious kids fare better in careers and life, you're right—for a variety of reasons. Research suggests that intellectual curiosity has as big of an effect on performance as hard work. (link is external) When put together, curiosity and hard work account for success just as much as intelligence.

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Another study found that people who were curious about a topic retained what they learned for longer periods of time (link is external). And even more impressive, research has linked curiosity to a wide range of important adaptive behaviors, (link is external) including tolerance of anxiety and uncertainty, positive emotions, humor, playfulness, out-of-box thinking, and a noncritical attitude—all attributes associated with healthy social outcomes.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=curiosity


https://gustmees.wordpress.com/?s=PracTICE


https://twitter.com/search?src=typd&q=%23JimmyTheBumbleBee



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Kent Kessler's curator insight, April 17, 2015 10:23 AM

Nurture = setup! 

Evergreen Summer's curator insight, April 17, 2015 4:37 PM

Yes! Engaging children in questions and supporting them in their natural curiosity about the world around them is out top priority!

Miguel Damiani's curator insight, April 20, 2015 6:28 PM

Aprender a aprender

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How The Activity Learning Theory Works

How The Activity Learning Theory Works | innovation in learning | Scoop.it
How The Activity Learning Theory Works 

Vygotsky’s earlier concept of mediation, which encompassed learning alongside others (Zone of Proximal Development) and through interaction with artifacts, was the basis for Engeström’s version of Activity Theory (known as Scandinavian Activity Theory). Engeström’s approach was to explain human thought processes not simply on the basis of the individual, but in the wider context of the individual’s interactions within the social world through artifacts, and specifically in situations where activities were being produced.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are many artifacts, which are seen not only as objects, but also as things that are embedded within culture, with the result that every object has cultural and/or social significance.

Tools (which can limit or enable) can also be brought to bear on the mediation of social interaction, and they influence both the behavior of the actors (those who use the tools) and also the social structure within which the actors exist (the environment, tools, artifacts). For further reading, here is Engeström’s own overview of 3 Generations of Activity Theory development. The first figure shows Second Generation AT as it is usually presented in the literature.

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Giacomo Bono's curator insight, April 1, 2015 12:46 PM

Social interactions with close others, technology, and our motivation to master environments all work together to change us. An important process not represented in this otherwise cool model is close relationships with older peers and adults (i.e., community) who know kids and the learning task at hand well enough to use the ZPD to support their learning.

HC's curator insight, April 1, 2015 7:08 PM

An interesting article on the Activity Theory where "people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals." This article explores how this theory can be applied in education, "...teachers should be aware that everything in the classroom has a cultural and social meaning. " 

Kim Flintoff's curator insight, April 1, 2015 7:15 PM

A useful framework that can move well into higher education to inform learning design.

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Schools in Finland will no longer teach 'subjects' | EDUcation CHANGE | Teaching by Topic

Schools in Finland will no longer teach 'subjects' | EDUcation CHANGE | Teaching by Topic | innovation in learning | Scoop.it

For years, Finland has been the by-word for a successful education system, perched at the top of international league tables for literacy and numeracy.

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Pasi Silander, the city’s development manager, explained: “What we need now is a different kind of education to prepare people for working life.

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“Young people use quite advanced computers. In the past the banks had lots of  bank clerks totting up figures but now that has totally changed.

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“We therefore have to make the changes in education that are necessary for industry and modern society.”

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Subject-specific lessons – an hour of history in the morning, an hour of geography in the afternoon – are already being phased out for 16-year-olds in the city’s upper schools. They are being replaced by what the Finns call “phenomenon” teaching – or teaching by topic. For instance, a teenager studying a vocational course might take “cafeteria services” lessons, which would include elements of maths, languages (to help serve foreign customers), writing skills and communication skills.

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More academic pupils would be taught cross-subject topics such as the European Union - which would merge elements of economics, history (of the countries involved), languages and geography.

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jmoreillon's curator insight, March 27, 2015 9:42 AM

This is what school librarians have been doing forever!

María Florencia Perrone's curator insight, April 8, 2015 4:00 PM

The world around us is not labelled or divided in categories, then why is academic content? Can we not relate topics and elaborate meaning on the basis of relationships and intertwined data? 

Helen Teague's curator insight, April 13, 2015 9:11 PM

I wonder if this would work in the U.S.? Also, in Finland, students do not take standardized tests until the end of high school (Zhao, 2012, p. 111), so thankfully, perhaps the drill and kill process is diminished.


*Zhao, Y. (2012). World Class Learners. 

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The Teacher's Guide To Badges In Education

The Teacher's Guide To Badges In Education | innovation in learning | Scoop.it
How do you motivate students who don't care about grades? You take a turn with badges in education and see how different results can come about.

 

Learn more:

 

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Badges

 


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Alex Enkerli's curator insight, February 18, 2015 8:44 AM

As #OpenBadges expand outwards, we can reappropriate them in education. via @Kim Flintoffand @Gust MEES

Karlitha Espino García's curator insight, February 19, 2015 8:45 PM

añada su visión ...

Elaine J Roberts, Ph.D.'s curator insight, February 21, 2015 7:23 PM

I think badges are still becoming a thing, but while they're in the process of finding some traction, it won't hurt to know a bit more about them. The more we think about how they could be used and their value, the more likely we are to determine if they're worth our time and effort.

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15 Ways to Promote the Adoption of a New Innovation in Your Learning Organization

15 Ways to Promote the Adoption of a New Innovation in Your Learning Organization | innovation in learning | Scoop.it
How do you get a new innovation adopted in your school? How do you convinced people it is a good direction. These 15 ideas will get you started.

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JESUS MARIA GARCIA HERREROS's comment, October 29, 2015 6:11 PM
Thanks Gus
Lee Hall's curator insight, October 30, 2015 9:47 AM

Scroll down to see practical ideas for getting people to progress toward adoption. 

Willex Okumu's curator insight, December 9, 2015 8:45 AM

 A good reading piece

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What Core Skills Do Teachers Need To Be Effective? | LEARNing To LEARN | Professional Development

What Core Skills Do Teachers Need To Be Effective? | LEARNing To LEARN | Professional Development | innovation in learning | Scoop.it
“Teaching is complex work that people actually have to be taught to do,” says Deborah Loewenberg Ball, dean of the School of Education at the University of Michigan. Ball spent years as an elementary school teacher and was always praised for being a “natural,” but she says teaching never came easily. She worked hard at her job.

Now, she’s trying to dramatically change teacher training to focus on the specific knowledge and skills that teachers need to effectively help students. Understanding math and knowing how to teach it are two separate skills. And understanding how to teach math well doesn’t come naturally.

People who want to be teachers “deserve to learn how to do this work well,” Ball says. “And the children that they teach particularly deserve to have those teachers taught.”

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

 

https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/

 

 


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nuria's curator insight, October 20, 2015 10:36 AM

añada su visión ...¡Cómo aprender a enseñar lo que se sabe eficazmente¡¡


Sonia Santoveña's curator insight, October 21, 2015 6:31 AM

añada su visión ...

Tony Palmeri's curator insight, October 24, 2015 10:42 AM

I chose this resource because I was interested in seeing what the identified "core skills" that characterize an effective teacher are. I totally agree that "how to teach" is a skill and not necessarily a skill that is intuitive or easily learned. It must be taught intentionally to practitioners. Those directing the teacher education program identified 19 core skills that a novice teacher must have. Not surprisingly, many of these traits like "reflective practice" and designing an appropriate learning sequence are generic. I especially like the idea that we must interpret student thinking. Too often, when a teacher sees a struggling student they advise them of the "right way" to answer a question or solve a problem. But understanding a student's flawed thought process is valuable and it allows a teacher to attend to root problems that will hinder future learning. 

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Applied Disciplines: A Critical Thinking Model for Engineering

Applied Disciplines: A Critical Thinking Model for Engineering | innovation in learning | Scoop.it

Richard Paul's critical thinking model was adapted to the challenge of engineering education, and published in July 2006 as a guide to Engineering Reasoning. Paul's model is briefly described and exemplified by questions engineers ask in practice. This paper describes classroom exercises employing the model which are suitable for undergraduate and graduate engineering program.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking



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Gust MEES's curator insight, October 7, 2015 10:42 AM

Richard Paul's critical thinking model was adapted to the challenge of engineering education, and published in July 2006 as a guide to Engineering Reasoning. Paul's model is briefly described and exemplified by questions engineers ask in practice. This paper describes classroom exercises employing the model which are suitable for undergraduate and graduate engineering program.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking


Lynnette Van Dyke's curator insight, April 1, 8:39 PM

Richard Paul's critical thinking model was adapted to the challenge of engineering education, and published in July 2006 as a guide to Engineering Reasoning. Paul's model is briefly described and exemplified by questions engineers ask in practice. This paper describes classroom exercises employing the model which are suitable for undergraduate and graduate engineering program.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking


Lynnette Van Dyke's curator insight, April 1, 8:40 PM

Richard Paul's critical thinking model was adapted to the challenge of engineering education, and published in July 2006 as a guide to Engineering Reasoning. Paul's model is briefly described and exemplified by questions engineers ask in practice. This paper describes classroom exercises employing the model which are suitable for undergraduate and graduate engineering program.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Critical-Thinking


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Holistic approaches for Learning with Technology

Holistic approaches for Learning with Technology | innovation in learning | Scoop.it
Informational technology needs to be holistically integrated into our learning environments.

The integration of information technology into our unique learning environments can be greatly enhanced if we apply constructivist approaches. Such approaches could include, but are not limited to discovery learning, inquiry based learning, play-based learning and making. But they also include listening, reflecting, and taking the time to process. Essentially, we want our learners to become great thinkers. We want learners to take an active role in the learning process and move away from the passive regurgitation of information being passed from a teacher to a student. Effective infusion of information technology into our learning environments is an excellent way to achieve this.

In our world, information technology is not just a means to an end. It more about the information and how we use it that is the most important. How to find it, how to process it, how to use it, and how to build on it. The technology we use facilitates and re-shapes this use of information in many new ways. For instance, no longer are we following learning in a linear fashion, say, based on a textbook. Rather, we are working in flexible frameworks where learners can focus on big ideas, but follow their learning along multiple paths happening all at once in the learning environment.

 

credit is given to Deborah McCallum:


http://bigideasineducation.ca/2015/07/30/holistic-approaches-for-learning-with-technology/


 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 


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Paul Westeneng's insight:
Informational technology needs to be holistically integrated into our learning environments.
The integration of information technology into our unique learning environments can be greatly enhanced if we apply constructivist approaches. Such approaches could include, but are not limited to discovery learning, inquiry based learning, play-based learning and making. But they also include listening, reflecting, and taking the time to process. Essentially, we want our learners to become great thinkers. We want learners to take an active role in the learning process and move away from the passive regurgitation of information being passed from a teacher to a student. Effective infusion of information technology into our learning environments is an excellent way to achieve this.

In our world, information technology is not just a means to an end. It more about the information and how we use it that is the most important. How to find it, how to process it, how to use it, and how to build on it. The technology we use facilitates and re-shapes this use of information in many new ways. For instance, no longer are we following learning in a linear fashion, say, based on a textbook. Rather, we are working in flexible frameworks where learners can focus on big ideas, but follow their learning along multiple paths happening all at once in the learning environment.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

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Ines Bieler's curator insight, August 7, 2015 2:52 AM
Informational technology needs to be holistically integrated into our learning environments.
The integration of information technology into our unique learning environments can be greatly enhanced if we apply constructivist approaches. Such approaches could include, but are not limited to discovery learning, inquiry based learning, play-based learning and making. But they also include listening, reflecting, and taking the time to process. Essentially, we want our learners to become great thinkers. We want learners to take an active role in the learning process and move away from the passive regurgitation of information being passed from a teacher to a student. Effective infusion of information technology into our learning environments is an excellent way to achieve this.

In our world, information technology is not just a means to an end. It more about the information and how we use it that is the most important. How to find it, how to process it, how to use it, and how to build on it. The technology we use facilitates and re-shapes this use of information in many new ways. For instance, no longer are we following learning in a linear fashion, say, based on a textbook. Rather, we are working in flexible frameworks where learners can focus on big ideas, but follow their learning along multiple paths happening all at once in the learning environment.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

Connie Butcher's curator insight, August 7, 2015 1:58 PM
Informational technology needs to be holistically integrated into our learning environments.
The integration of information technology into our unique learning environments can be greatly enhanced if we apply constructivist approaches. Such approaches could include, but are not limited to discovery learning, inquiry based learning, play-based learning and making. But they also include listening, reflecting, and taking the time to process. Essentially, we want our learners to become great thinkers. We want learners to take an active role in the learning process and move away from the passive regurgitation of information being passed from a teacher to a student. Effective infusion of information technology into our learning environments is an excellent way to achieve this.

In our world, information technology is not just a means to an end. It more about the information and how we use it that is the most important. How to find it, how to process it, how to use it, and how to build on it. The technology we use facilitates and re-shapes this use of information in many new ways. For instance, no longer are we following learning in a linear fashion, say, based on a textbook. Rather, we are working in flexible frameworks where learners can focus on big ideas, but follow their learning along multiple paths happening all at once in the learning environment.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

Наталия Вяткина's curator insight, August 10, 2015 7:40 AM
Informational technology needs to be holistically integrated into our learning environments.
The integration of information technology into our unique learning environments can be greatly enhanced if we apply constructivist approaches. Such approaches could include, but are not limited to discovery learning, inquiry based learning, play-based learning and making. But they also include listening, reflecting, and taking the time to process. Essentially, we want our learners to become great thinkers. We want learners to take an active role in the learning process and move away from the passive regurgitation of information being passed from a teacher to a student. Effective infusion of information technology into our learning environments is an excellent way to achieve this.

In our world, information technology is not just a means to an end. It more about the information and how we use it that is the most important. How to find it, how to process it, how to use it, and how to build on it. The technology we use facilitates and re-shapes this use of information in many new ways. For instance, no longer are we following learning in a linear fashion, say, based on a textbook. Rather, we are working in flexible frameworks where learners can focus on big ideas, but follow their learning along multiple paths happening all at once in the learning environment.

 

Learn more:

 

https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/

 

Rescooped by Paul Westeneng from 21st Century Learning and Teaching
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Highly trained, respected and free: why Finland's teachers are different

Highly trained, respected and free: why Finland's teachers are different | innovation in learning | Scoop.it
Welcome to a country where teaching is a highly prized profession. Finland’s teachers have kept the nation near the top of the influential Pisa performance rankings since they were first published in 2001, leading to an influx of educational tourists as other teachers have endeavoured to learn from the Finnish experience.

 

The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to England, Krokfors says, where she feels teaching is “somewhere between administration and giving tests to students”. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control; school inspections were scrapped in the 1990s.

 

“Teachers need to have this high-quality education so they really do know how to use the freedom they are given, and learn to solve problems in a research-based way,” Krokfors says. “The most important thing we teach them is to take pedagogical decisions and judgments for themselves.”

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Finland

 

 
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Kati Pärkkä's curator insight, June 25, 2015 1:39 AM

Teachers' basic training is very qualified. To make sure that the quality of teaching stays on high level we should invest on in-service training of all teachers. The world and society is developing faster and faster every day...

Iva Golec's curator insight, August 3, 2015 9:43 AM
Welcome to a country where teaching is a highly prized profession. Finland’s teachers have kept the nation near the top of the influential Pisa performance rankings since they were first published in 2001, leading to an influx of educational tourists as other teachers have endeavoured to learn from the Finnish experience.

 

The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to England, Krokfors says, where she feels teaching is “somewhere between administration and giving tests to students”. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control; school inspections were scrapped in the 1990s.

 

“Teachers need to have this high-quality education so they really do know how to use the freedom they are given, and learn to solve problems in a research-based way,” Krokfors says. “The most important thing we teach them is to take pedagogical decisions and judgments for themselves.”

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Finland

 

Boutara Nour Eddine's curator insight, August 10, 2015 12:55 PM
Welcome to a country where teaching is a highly prized profession. Finland’s teachers have kept the nation near the top of the influential Pisa performance rankings since they were first published in 2001, leading to an influx of educational tourists as other teachers have endeavoured to learn from the Finnish experience.

 

The high-level training is the basis for giving young teachers a great deal of autonomy to choose what methods they use in the classroom – in contrast to England, Krokfors says, where she feels teaching is “somewhere between administration and giving tests to students”. In Finland, teachers are largely free from external requirements such as inspection, standardised testing and government control; school inspections were scrapped in the 1990s.

 

“Teachers need to have this high-quality education so they really do know how to use the freedom they are given, and learn to solve problems in a research-based way,” Krokfors says. “The most important thing we teach them is to take pedagogical decisions and judgments for themselves.”

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Finland

 

Rescooped by Paul Westeneng from 21st Century Learning and Teaching
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10 Communication Secrets of Great Leaders | eLeadership | eSkills | Leadership

10 Communication Secrets of Great Leaders | eLeadership | eSkills | Leadership | innovation in learning | Scoop.it

No one ever became a great leader without first becoming a great communicator.

Great leaders connect with people on an emotional level every time they speak. Their words inspire others to achieve more than they ever thought possible.

Great communicators are intentional about it, and there are 10 secrets they rely on to deliver a powerful message. Put these secrets to work in your communication and watch your influence soar.

1. They Know Their Audience

2. They Are Experts In Body Language

3. They Are Honest

4. They Are Authentic

5. They Speak With Authority

6. They Speak To Groups As Individuals

7. They Have Ears (And They Use Them)

8. They Use Phrases Like "It's My Fault," "I Was Wrong," and "I'm Sorry"

9. They Solicit Feedback

10. They're Proactive

Leaders with the best communication skills don't waste time playing catch-up. They're quick to head off the rumor mill by sharing bad news in a timely manner. They also give clear, concise goals and directions so people don't waste their time heading in the wrong direction.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip

 


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Ian Berry's curator insight, June 12, 2015 3:43 AM

Great list. It all begins at number 1

Simon Awuyo's curator insight, June 12, 2015 4:01 AM

I want to become and mentor a great leader.

Nadège CORDENTE's curator insight, June 12, 2015 4:32 AM

Cela paraît presque trop simple et pourtant...

Rescooped by Paul Westeneng from 21st Century Learning and Teaching
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Flocabulary- An Online Library of Educational Music Videos to Use in Class

Flocabulary- An Online Library of Educational Music Videos to Use in Class | innovation in learning | Scoop.it

As a teacher you can use Flocabulary videos for a variety of instructional purposes that include ‘ introduction, enrichment, differentiated instruction and test prep.’ Most of the music videos included in this site are accompanied with a variety of materials such as song lyrics, online activities, and exercises.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Music


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Lyrics


https://gustmees.wordpress.com/2012/06/30/tutankhamun-exhibition-in-cologne-de/




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Gust MEES's curator insight, June 1, 2015 7:58 PM

As a teacher you can use Flocabulary videos for a variety of instructional purposes that include ‘ introduction, enrichment, differentiated instruction and test prep.’ Most of the music videos included in this site are accompanied with a variety of materials such as song lyrics, online activities, and exercises.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Music


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Lyrics


https://gustmees.wordpress.com/2012/06/30/tutankhamun-exhibition-in-cologne-de/


Rescooped by Paul Westeneng from 21st Century Learning and Teaching
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WHAT Are THE Skills Needed From Students In The Future!? | eSkills

WHAT Are THE Skills Needed From Students In The Future!? | eSkills | innovation in learning | Scoop.it

WHAT Are THE Skills Needed From Students In The Future!? OR, WHAT Are THE Jobs Look Like In The Future!? That are actually questions which I get asked very often from people and where I could ask ONLY the first one! WHAT Are THE Skills Needed From Students In The Future!? Well, there is one well renown person WHO explains it BEST in my opinion, and that is Howard GARDNER.


Learn more:


https://gustmees.wordpress.com




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SageRave of Get Custom Content's curator insight, May 27, 2015 2:15 PM

Alot of these skills cannot be taught. Your B.A., MBA., or Ph.D.may not give you the edge you thought they might.

nihal abitiu's curator insight, June 1, 2015 6:24 AM

1- Leadership, 2- Collaboration, 3- Adaptability, 4- Innovation, 5- Critical thinking, 6- Communication, 7- Productivity and accountability, 8- Accessing, analysing and synthesizing information, 9- Global citizenship, 10- Entrepreneurialism

FCPE Marx Dormoy's curator insight, July 1, 2015 6:51 AM

Vision certes anglo-saxonne mais assez adaptée à ce que l'on voit dans les grandes entreprises "mondialisées"

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Five Ways to Bring Innovation Into the Classroom

Five Ways to Bring Innovation Into the Classroom | innovation in learning | Scoop.it

In addition to thinking about tools that help boost educators’ teaching practice, this moment might be a good time to pull back and think about some big-picture ideals, too. Here are a few to consider.


Learn more:


https://gustmees.wordpress.com/?s=PracTICE



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www.cheapassignmenthelp.com's curator insight, April 26, 2015 4:20 AM

www.cheapassignmenthelp.com

SMARTERTEACHER's curator insight, April 26, 2015 10:31 PM

Innovation, creativity, collaboration, genius hour.

María Dolores Díaz Noguera's curator insight, April 27, 2015 11:30 AM

Otras formas para innovar...Five Ways to Bring Innovation Into the Classroom | @scoopit via @knolinfos http://sco.lt/...

Rescooped by Paul Westeneng from 21st Century Learning and Teaching
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How Does the Brain Learn Best? Smart Studying Strategies

How Does the Brain Learn Best? Smart Studying Strategies | innovation in learning | Scoop.it
We can be tactical in our schooling. The traditional advice on learning has been to “study hard,” in a quiet place and with the same routine, yet that doesn’t say much about what to specifically do. But pupils today can change the way they study to exploit the brain’s quirky learning processes, using the strategies revealed by memory and learning research. While that science is still maturing, “it’s at a place now where it can give you a specific tactical plan,” Carey said. 

.

Students can tailor their preparation with techniques targeting different kinds of content or skills, and manage their schedule to optimize their time. “That’s a powerful thing, because we go through our whole lives never knowing that,” he said.

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Ultimately, the value of these learning strategies isn’t just about earning better grades, Carey said. In the modern jungle of society, learning is still about surviving: For young people, it’s about sussing out what they’re good at, what rings their bell, and what they want to do with their lives. “It’s informing you of: Who am I? Where do I place my bets? Do I major in physics or do I major in architecture or design, or do I major in English? Do I belong here at all?” Carey said. Those are important decisions. “Being self-aware about what’s effective learning and how it happens, I think, gives you a real edge in making those choices.”


Learn more:


https://gustmees.wordpress.com/2013/04/25/learn-every-day-a-bit-with-curation/

 

https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/

 


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Kent Kessler's curator insight, April 2, 2015 8:16 AM

i always like learning about learning

Steve Bavister's curator insight, April 3, 2015 5:33 AM
Nice set of tips here for studying more effectively
Jake Goulet's curator insight, April 15, 2015 11:35 AM

Figure out what strategies will help you expand your language knowledge!

Rescooped by Paul Westeneng from 21st Century Learning and Teaching
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3 Ways of Getting Student Feedback to Improve Your Teaching

3 Ways of Getting Student Feedback to Improve Your Teaching | innovation in learning | Scoop.it
Why You Must Reflect and Improve
Students are what we do. They are the center of our classroom, not us. However, as a teacher, I am the most impactful single person in the classroom. Honest feedback from our students will help me level up.

I've been doing this for more than ten years. Sometimes I laugh, sometimes I cry -- and sometimes I'm mortified. But I can honestly say that every single piece of feedback I've received has made me a better teacher. And great teachers are never afraid of having or inviting hard conversations. This is one of best practices that has helped me to be a better, more excited teacher every year.

 

Learn more:

 

https://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/

 

https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

 


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SMARTERTEACHER's curator insight, March 30, 2015 12:09 PM
Student Voice is invaluable to the effectiveness of the educator.
Dr. Deborah Brennan's curator insight, April 2, 2015 10:20 AM

i agree!  As a teacher, I always sought to improve and make my classroom more effective for students.  End of year surveys helped a lot.  I also had students write letters to next year's students.  This gave me insight into how the course and classroom activities helped or hampered their learning.  summer is a great -- there is actually time to reflect.  as lessons change, there is time to do researxh and gather resources.  

Lee Hall's curator insight, April 7, 2015 2:33 PM

It can be tough to hear others criticism  of us and our work, but it can help you improve. 

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What are the Biggest Mistakes Teachers Make When Integrating Technology into the Classroom?

What are the Biggest Mistakes Teachers Make When Integrating Technology into the Classroom? | innovation in learning | Scoop.it

What are the Biggest Mistakes Teachers Make When Integrating Technology into the Classroom?

 

The word “mistake” is a harsh word. It implies flaws, pointing fingers, errors in judgement, something wrong and possibly even a dead end. I would rather think or connect the word “mistake” to first steps, stepping stones, experimentation and exploration. With that being said, those “first steps” or that exploration cannot become a routine cemented in stone how technology is being used in the classroom. Stepping stones are meant to lead to something else.

 

For the sake of the prompt given, here are my top 5 “Mistakes” (in no particular order) which I  see, read and hear about as I travel the world to learn and work with schools, teachers and students:

 

- Technology being used to substitute an analog activity


- Technology use being seen as an add-on to allow students to use devices, the Internet, a program or an app as a reward, for entertainment, as a time filler for students who finish early


- Technology use as a separate subject area


- Technology as a $1000 pencil initiative


- Technology seen as the solution to motivate and engage students



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David Carabias's curator insight, March 18, 2015 5:12 AM

Ésta es la cuestión, las TIC por sí mismas no son la solución a problemas en el proceso de enseñanza-aprendizaje. Pueden ser una magnífica herramienta en el aula, pero hay que saber utilizarlas para sacarles el máximo partido sin caer en errores que se llevan reproduciendo en educación desde hace décadas.

יפה בן-דרור's curator insight, March 18, 2015 12:27 PM

מאמר מצויין כהקדמה לשעור בנושא שילוב טכנולוגיה בהוראה

Elsa Caetano's curator insight, March 23, 2015 5:55 AM

Nem sempre, nem nunca.

Tecnologia em sala de aula: só quando faz sentido!