Many of today’s classrooms are designed and practiced as teaching classrooms, where the actions and learning are focused on and driven by the teacher. Teaching classrooms however, do not match the needs and expectations for 21st Century learning. To be successful in the 21st Century students need to be engaged in learning classrooms, where the actions and learning are focused on student outcomes and classroom practices that strengthen and deepen not only students’ content knowledge but their overall ability to think deeply, communicate, analyze, problem solve, and take responsibility for their learning. - <a href="http://www.TeachnKidsLearn.com" rel="nofollow">www.TeachnKidsLearn.com</a>
There is often a great deal of emphasis on establishing a vision when beginning the change process and rightfully so. Great leaders understand the importance of a shared vision and the need to articulate lofty goals and resulting outcomes. They are forward thinking, which turns out to be a highly admirable trait right up there with honesty as described by James M. Kouzes and Barry Posner. The authors explain that in order to effectively lead change, a shared vision has to be created.
Of course each of those are important factors, but today there is something equally, if not more important. If teachers don't get on board, they will cease to be relevant. The most important factor for lifelong learning today is this:
I’m always searching for ways to make my classroom more meaningful for my students, particularly those from low-income families and those of color. I’ve seen the need to go beyond simply transmitting information to my students. My students must learn how to learn. In a rapidly changing, technology-fueled world, it is not enough for me to play the role of the traditional teacher, imparting my knowledge.
When I was a Director of Instructional Technology I was deeply involved in the technology planning process from one end to the other. Regularly I had to sit through presentations of new products, listening with a skeptical ear while instructional promises were made. I'd also council administrators who felt that the next flashy thing they saw walk through their door, their school had to have. And often I would evaluate our programs and purchases to ensure we were headed on the desired course or if we needed to make a U-turn.
It seems there is a story almost on a daily basis about a missing child. This is not surprising as the National Crime Information Center statistics in 2014 show that there were 466,949 entries for missing children under the age of 18. These statistics, along with the following statistics on child danger, are unsettling:
Blogger Matt Davis writes about some of the best resources for novice teachers. There's useful advice on classroom management, lesson planning and building relationships with parents from a variety of sources.
The focus of this course is to support teachers by illustrating how the Common Core State Standards for Mathematics, and well- designed assessments can work together to help students master conceptual understanding, procedural fluency, and application of mathematical knowledge.
Clark County students are set to start fresh when school begins next week, but many east valley schools are still struggling to rebound from recent ratings that indicated they were on the lower end of the performance scale for the valley.
The question asked everyday by all teachers of mathematics, no matter the grade level or geographic location is, “How can I effectively teach mathematics concepts and skills so that they are successfully understood and remembered by my students?” This is a difficult question to answer for many reasons.
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