Parents across the world today need to have a new conversation with their kids. No, it’s not about behaving in class, not talking to strangers, or having sex. But in so many ways, it's just as important. It’s data permanence. How we can preserve our reputations in the digital era?
It’s a conversation that will look very different in different parts of the world. In some places, kids will have to think twice before posting photos of teenage escapades, given how such photos may look to others in a professional environment even many years later. In other places, kids will have to be careful of posting any items that may “dishonor” them or their family in some way.
In still other places, kids will have to think about whether what they post on sensitive political, ethnic, or religious issues may define them long after they have changed their views.
As a past administrator I fully understand the value of communication and it is one that I consistently see overlooked in schools by teachers and administrators. I am not sure the average joe in schools gets how important communication is between home and school. As an administrator almost everything I did, or everything that came up, came back to communication or lack thereof. Not once has communicating with a parent or guardian as teacher, principal, or coach ever turned out to be a bad situation for me in the end.
Online interactive learning games and teacher resources for teaching information fluency. Drop these course games into your online classes, library- media kiosks, or school webpages. (A free service of the 21st Century Information Fluency Project.)
Comfy chairs to curl up with a book or tablet, silent study spaces and a place to munch on a quick snack are high on a student-generated wish list being considered by officials at New Trier Township High School 203 as they plan for the future of the district's two libraries.
Watch a video that explains Ukraine's crisis in two minutes or read this quick article that covers the same material.
Ukrainians have been protesting since Nov. 21, when President Viktor Yanukovych rejected a deal for closer integration with the European Union, instead drawing the country closer to Russia. They are still in the streets in huge numbers and have seized regional government buildings in several parts of the country. In Kiev, the capital, clashes between protesters and security forces have become violent, killing several people. On Tuesday, the prime minister resigned. No one is quite sure what will happen next.
"The interest in inquiry-based learning seems to ebb and flow based on–well, it’s not clear why it ever ebbs.
In short, it is a student-centered, Constructivist approach to learning that requires critical thinking, and benefits from technology, collaboration, resourcefulness, and other modern learning skills that never seem to fall out of favor themselves.
Regardless, St Oliver Plunkett Primary School has put together two very useful images that can help you populate your iPad–or classroom of iPads–with apps that support both inquiry-based learning (the second image below), and a more general approach to pedagogy based on Apple’s uber-popular tablet (the top image)."
The pyroclastic flow deposits red-hot material on the slope of the volcano. After a few minutes, air heated by the deposit establishes a convective regime and due to the speed of the rising air a series of small tornados are formed. During daylight it is difficult to imaging how hot the deposit is. Click here to see a pyroclastic flow deposit glowing at night from this same location.
This iBrainstorming conjures up images of teams trying to hash out wild ideas around complex problems. Two heads think better than one, but brainstorming is as much about individual problem solving as it is about the group. The energies required for solo brainstorming are probably more, but the methods to build up the “storm” of ideas…
Resiliency is about handling stress, uncertainty and setbacks well — in other words, maintaining equilibrium under pressure.
And in our modern lives, whether we are at school, at work, or at home, there is no shortage of pressure.
Maintaining our equilibrium is something, it seems, we all need these days.
There is something you can do — everyday if you would like — to help build your resilience, your capacity to weather stressful events.
Keeping a journal can foster resiliency.
CCL recommends using "learning journals" or "reflection journals" as tools for gaining insight into your leadership experiences.
The process of writing and reflection builds self-awareness, encourages learning and opens the door to adaptability.
The form and content of your journal is a matter of individual choice. However, when you do sit down to make a journal entry about an experience that has challenged your equilibrium, we recommend it have three parts:
✤ The event or experience.
Describe what occurred as objectively as possible.
Don't use judgmental language.
Stick to the facts.
Who was involved?
When did it happen?
Where did it happen?
✤ Your reaction.
Describe your reaction to the event as factually and objectively as possible.
What did you want to do in response to the event?
What did you actually do?
What were your thoughts?
What were your feelings?
✤ The lessons.
Think about the experience and your reaction to it.
What did you learn from the event and from your reaction to it?
Did the event suggest a development need you should address?
Do you see a pattern in your reactions?
Did you react differently than in the past during similar experiences and does that suggest you are making progress or backsliding on a valuable leadership competency?
So remember, capture the event or experience in objective language, describe your reaction, then note the lessons you might get from it.
CCL uses journaling as part of almost all our leadership development program experiences and we emphasize with our participants that learning doesn't come from the "doing" but in the "reflecting on the doing."
I also learned over the years that asking straightforward, simply-worded questions can be just as effective as those intricate ones. With that in mind, if you are a new teacher or perhaps not so new but know that question-asking is an area where you'd like to grow, start tomorrow with these five:
#1. What do you think?
This question interrupts us from telling too much. There is a place for direct instruction where we give students information yet we need to always strive to balance this with plenty of opportunities for students to make sense of and apply that new information using their schemata and understanding.
#2. Why do you think that?
After students share what they think, this follow-up question pushes them to provide reasoning for their thinking.
#3. How do you know this?
When this question is asked, students can make connections to their ideas and thoughts with things they've experienced, read, and have seen.
#4. Can you tell me more?
This question can inspire students to extend their thinking and share further evidence for their ideas.
#5. What questions do you still have?
This allows students to offer up questions they have about the information, ideas or the evidence.