How “basic” this is depends on who your audience is, but this is more of an overview to help students systematically look at an argument piece by piece–and these are the pieces.
This is one of the organizers I used as a teacher–there’s a lot here, from thesis to tone, pathos/ethos/logos to implicit/explicit, audience awareness to media form, to “next steps” that ask students to consider the “So? So what? What now?” closure of any learning experience.
Audience: Primary audience would be English-Language Arts students in grades 8-12, but it makes sense to promote this kind of thinking in all content areas, even in simpler form starting in late elementary school.
Purpose: Students could use something like this to analyze formal or informal arguments, from love songs to political manifestos, from the Declaration of Independence to speeches, advertising pieces, essays, and more. The more it was used, the more comfortable they’d get with the nuance of the structure of the 6 step process, which appears below.
"TED is a a great video resource I have often recommended and featured in several of my posts here in Educational Technology and Mobile Learning. TED talks are both informative and inspirational and there are a variety of ways to integrate them in your teaching. For instance, you can use them with your students to enhance their oral and communicational skills through sparking discussions around particular topics. They are also a good way for students to practice their self-expression abilities and learn how to craft cogent arguments and express their opinions. TED talks can also be used for writing practice. Students watch a talk at home and compose a written feedback in few paragraphs on its content. They can then exchange their written work with their peers and peer edit each other before they share the final work in the class blog or website."
Effectiveness has to do with how well the instruction enables learners to achieve stated goals or expected outcomes. Efficiency deals with the energy and time invested to complete the instruction, while cost covers all expense incurred for its design and delivery.
These are good points to begin with. It's equally important, however, to zero in on the details involving the design and development of quality instruction. As with any other good design principles, there are human characteristics deeply involved here.
Richard Buchanan, a professor of Design, Management and Information Systems, said it best: “a good design can be defined not only to be creative, stylish with extraordinary visual look, but it must consider human engagement in its activities.”
With society becoming more and more reliant on technology it is incumbent upon leaders to harness the power of digital technologies in order to create school cultures that are transparent, relevant, meaningful, engaging, and inspiring. In order to set the stage for increasing achievement and to establish a greater sense of community pride for the work being done in our schools, we must begin to change the way we lead. To do this, leaders must understand the origins of fear and misconceptions that often surround the use of technology such as social media and mobile devices.
Once the fears and misconceptions are placed on the table, leaders can begin to establish a vision for the effective use of technology to improve numerous facets of leadership. The challenge for school leaders is why, how, and where to begin. Digital leadership is not about flashy tools, but a strategic mindset that leverages available resources to improve what we do while anticipating the changes needed to cultivate a school culture focused on engagement and achievement. It is a new construct of leadership that grows out of the leader’s symbiotic relationship with technology.
The end result will be sustainable change in programs, instruction, behaviors, and leadership practices with technology as a pivotal element. Digital leadership requires a shift in leadership style from one of mandates, directives, and buy-in to one grounded in empowerment, support, and embracement as keys to sustainable change.
From my work I have identified what I call the Pillars of Digital Leadership. These are the specific areas embedded in the culture of all schools that can be improved or enhanced though the use of available technology, especially social media. They present a framework from which any educator or leader can begin to harness the power of technology to change professional practice and initiate sustainable change.
Como siempre la visión crítica de una educador tan coherente como Victor, da en el clavo. La docencia en niveles no universitarios sigue considerada por los propios profesores universitarios como la salida menos honrosa y por ello con algunas honrosísimas excepciones y estoy pensando en @ainhoaeus, por ejemplo, el interés que se pone el los aspectos 'reales' de la misma es mínimo.
Excelente reflexión desde Stanford sobre las características de los líderes en empresas e iniciativas de corte socia. basado en 4 puntos básicos: pensamiento sistémico, colaboración desde los valores, innovación desde la empatía y visión para la mejora....
My colleagues and I are often asked to ‘decode’ the process of business transformation and provide the repeatable ‘formula’ for success. I guess this is understandable given that widely quoted statistic – you know the one – that 70% of all change efforts fail. In a way, this interest in our work is very humbling.… Read the rest of this post & join the discussion →
Tras la celebración del Día del Community Manager, recopilamos estas recomendaciones de Journalism.co.uk tras entrevistar a gestores de comunidad de agencias de noticias internacionales, nacionales y regionales.
Several professionals are involved in the instructional design field. However, do you know the full range of what an instructional designer does? A large group of ASU Instructional Designers and Technologists were asked to tell about the work they do!
One of the best ways a tech coach can reach teachers is to stop talking about technology.
It may seem counterintuitive, but focusing on technology can be alienating, especially for the skeptics and reluctant adopters.
“Sometimes when tech coaches step in to help, they’ll start with the technology — and they’re not speaking the same language teachers speak when they start talking about technology,” said peer coaching expert Les Foltos, who will present a webinar on “Coaching for Engaging and Active Technology Integration.”
As tech integration specialist Krista Moroder pointed out, most teachers don’t care about technology — nor should they. Teachers care about creating authentic learning experiences, and it’s up to coaches to show how technology can help them do that.
I am currently designing a talk on tools for Language Teaching and after a lot of thinking decided to try the botom up track:: what I want to do and why it is relevant for my students and which means i could try for it. This insight reassures me on my way and offers me reasons to keep on doing this this way.. Definitely worthy reading!
Pelín pretencioso; pero que introduce elementos de reflexión muy interesantes como, por ejemplo, la influencia que tienen las relaciones entre los profesores de un centro en el aprendizaje de sus alumnado y cuando lo he leído, me ha venido a la cabeza un centro que conozco......... yo creo que merece la pena
Here are some reasons why your presentations are BAD! We know that so many of you use programs like PowerPoint or Prezi because they have been around for a while, and it is what you know, but change is not always a bad thing, especially if that change can lead to presentations beyond your wildest imagination.
Deeper Learning and 21st Century Skills. Report, July 2012, The National Research Council.
Aprendizaje por transferencia- proceso mediante el cuál una persona es capaz de aplicar a nuevas situaciones, aquello que ha aprendido en una determinada situación (Deeper Learning). Se produce Aprendizaje por transferencia cuando ayudamos a los que aprenden a comprender principios generales que subyacen en ejemplos específicos, incluidos en el aprendizaje original. Docencia que enfatiza no solo el conocimiento de contenidos, sino también el 'cómo', 'cuándo' y 'por qué' aplicar ese conocimiento.
Por medio del proceso de Aprendizaje por transferencia, los estudiantes desarrollan las competencias del S XXI (conocimiento transfereible y skills).
Una preliminar forma de organizar las skills, alrededor de tres amplios dominios de competencias:
1.- dominio COGNITIVO (incluye pensamiento, razonamiento, y skills relacionadas) 2.- dominio INTRAPERSONAL (implica auto-gestión, con la capacidad de regular el comportamiento y emociones personales para alcanzar objetivos), y 3.- dominio INTERPERSONAL (implica expresar información a otros, interpretar mensajes de otros y responder adecuadamente)