A new report from Common Sense Media on how teens view social media and use it in their lives. For the vast majority of teenagers ages 13 to 17 years old, social media communications are a daily part of life. The report lists and analyzes social media applications from most to least popular in terms of overall usage.
This is probably one of the best leadership articles I've read in a long time. "Cultural permission is the tone, attitude and language that emanates from the executive suite. It is a mantra, expressed in oft-used catch phrases and philosophies that move like waves through the organization.
A research study on American life and reading habits that will interest libraries and teachers alike. There are graphs and charts regarding how people select books and where they purchase them. They asked book readers about the most recent book they read in any format, print, audio, or e-book and had they obtained it.
Five ways to think like Galileo and Steve Jobs. This article nails the importance of teaching critical thinking skills in schools. It also does an outstanding job of overcoming the confusion between being a skeptic and being a cynic by defining the terms and providing examples. This is a great place to start!
"Learning is about the journey". An elementary teacher, Krissy Venosdale, blog site that showcases how and why she turns the learning journey over to her students. Each year students create their classroom "norms" versus a teacher posting "rules". Krissy flips accountability back to her students. She blogs about classroom activities, teaching philosophies, and how she brings the real world into the classroom. Nicely done!
Global Competence is the capacity and disposition to understand and act on issues of global significance. Global Competence can be developed within any discipline, and it can cut across disciplines. The seven global competence matrices — one main matrix and six content-area matrices — help teachers and students understand Global Competence and how to apply it.
"Commentary on Developing Mindfulness in School Leaders By Kirsten Olson and Valerie Brown." This article includes both tips, commentary and a link to some survey results on this issue in time for summer reflection.
The human brain can recognize thousands of different objects, but neuroscientists have long grappled with how the brain organizes object representation; in other words, how the brain perceives and identifies different objects.
In Edudemic Magazine for iPad, we look at 10 ideas for enabling tomorrow’s learning today: Visual Learning; Evolved Currencies; Personalization; Gamification; Social Media; Game-Based Learning; Connectedness; Crowdsourcing; Project-Based Learning; Digital and Physical Merge
This November Learning Conference video provides a quick verbal sketch on rethinking the importance of the first 5 days of school. For instance, should the first 5 days of school focus on assignments and class rules, or should we focus on learning more about each other in order to adjust the curriculum to match the interests and passions the students express? Teachers and administrators may want to follow the twitter hashtag: https://twitter.com/#!/search/realtime/%231st5days.
This e-newspaper has received some recent attention. It is basically an aggregate of stories collected and compiled over the course of about 5 days. If you scan the paper, many articles are familiar, (a few days old) but the overall collection will likely have a golden nugget or two that you missed.... Read and subscribe free of charge at: http://paper.li/f-1328546324
Neuroscientist Dean Buonomano explains why our brains make mistakes when we try to remember long lists of information or add large numbers in our heads. Humans live "in a time and place we didn't evolve to live in," he says.
This essay was written by a college professor who was formerly a lawyer involved in the landmark University of Michigan case. He provides vivid examples on why diversity matters in all learning classrooms.
There is often a big divide between what happens in the laboratory and the way laboratory findings are practically applied. The relationship between neuroscience research and education is no exception. While there are numerous educational products that claim to be based on neuroscience research (often quite dubiously so), the real impact of brain-based research on education has been much more subtle.
Dear Principals, I've got a professional challenge for you: I want you to flip every faculty meeting during the 2012-2013 school year. Doing so would be a breeze, I bet. You could: (1). Use YouTube's video recorder and your laptop's...
PLNs are basically based on the concept of a learning community. Teachers who are passionate about developing their learning experiences recognize the value of sharing their knowledge and expertise with others. They constantly seek out other learning venues that could be experts in their field or other professionals with whom they can exchange information.They, in short, become a part and parcel of a learning community of like-minded people.
PLNs have a great importance f not only in education but in our overall professional development and that is why I deem it crucial to write a simple and comprehensive guide for teachers to review and hopefully share with their students.
The "Top 25" Websites foster the qualities of innovation, creativity, active participation, and collaboration. They are free, Web-based sites that are user friendly and encourage a community of learners to explore and discover.
Sandy Merz writes that engaging his students in seat-selection activities sets a positive collaborative tone from the first day of school and helps him learn how each class will function." I like the overall idea and many of these activities. However, there are a few activities I would modify like sitting students from tallest to shortest....a lot of middle school children don't like being identified as being too tall or short. Otherwise, the overall ice-breaker, getting to know each other concept is clever and fun!
As I reviewed course evaluations after my first year of online teaching, an unexpected theme emerged: several students mentioned they wished I had been a bigger part of their discussions, primarily so they would know if they were on the right track. I naively assumed my silence during group discussion would be taken as evidence by students that their discussions were right on target, but this was not the case at all. Students needed more reassurance, especially since I was asking them to take very big risks in terms of explaining their understanding of a content area that was often new and challenging for them..