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Teaching means… …to help another person understand. …to help another person understand why something is worth understanding. …to help another person responsibly use what they know. …to artfully connect students and content in authentic contexts. …to cause change. …to cognitively agitate. …that relationships with children are the bedrock for everything else. …to be able to see individual faces, needs, opportunities, and affections where others see a classroom of students. …that you should always know the difference between what you taught and what they learned. …to model curiosity. …that students will likely never forget you (or that one thing you said, the time you lost your temper, how you made them feel, etc.) …to know what it actually means to “understand.” …to create a need for students to reorganize and repack their intellectual baggage. …to self-critique your own biases, blind spots, and other “broken perceptions” …to make dozens of crucial decisions on the fly not per day or class but per minute. …that you’re going to be needed every second of every day in some important way. …to adjust the timing, general ‘form’, and complexity of a given content so that it seems ‘just in time, just enough, and just for me’ for each student. …to help students play with complex ideas in pursuit of self-knowledge and personal change. …to be able to create an awesome lesson plan and unit–and to know when and why to ditch that plan and unit. …to know the difference between teaching content and teaching thought. …that you need to know your content well enough to teach any concept, skill, or standard within it 20+ different ways. …that you’re going to work closely with people that will think differently than you, and learning to bridge those gaps with diplomacy could make or break your happiness …to help students transfer understanding of academic content to authentic circumstances. …to accept certain failure. …to be a lifelong learner yourself. …to disrupt social imbalances, inequities, and knowledge and skill gaps …to confront your own weaknesses (technology, pedagogy, content, collaboration, organization, communication, etc.) …to really, truly change the world (for the better or the worse). …that you’re going to need a lot of help from everyone. …to operate under unclear terms for success. …to explain, model, and connect. …to change, change, change. …that in terms of sheer mathematical probability, you’re not going to be teaching for more than five years (if you’ve already passed that, congratulations!) …that your ‘comfort zone’ no longer matters. …your teaching program probably didn’t prepare you well (e.g., your ability to empathize and engage and design are more important than anything else you learned in said program). …to practice humility.
Via Miloš Bajčetić, Gust MEES
Because of ICT there are sooooo many NEW possibilities to use with the computers and the internet. Just imagine that a company owner should employ people for each special application, NO WAY! (S)He wouldn’t have enough money to afford it!!! So it is necessary that the 21st Century worker/employee would be an all-rounder! An all-rounder WHO comes straight out of school and from whom the business/workforce could profit directly!!!
Learn more:
https://gustmees.wordpress.com
Via Gust MEES
Chemistry videos for education and just for fun
Via Gust MEES
The 9 Things Tech-Savvy Teachers Do On A Regular Basis shows how edtech teachers are looking for new ways to innovate and deploy new learning strategies.
Via Gust MEES
Creativity is about fresh thinking. It doesn’t have to be new to the whole of humanity— though that’s always a bonus— but certainly to the person whose work it is. Creativity also involves making critical judgments about whether what you’re working on is any good, be it a theorem, a design, or a poem. Creative work often passes through typical phases. Sometimes what you end up with is not what you had in mind when you started. It’s a dynamic process that often involves making new connections, crossing disciplines, and using metaphors and analogies. . Being creative is not just about having off-the-wall ideas and letting your imagination run free. It may involve all of that, but it also involves refining, testing, and focusing what you’re doing. It’s about original thinking on the part of the individual, and it’s also about judging critically whether the work in process is taking the right shape and is worthwhile, at least for the person producing it. . Learn more: . - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Creativity . - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Sir-Ken-Robinson
Via Gust MEES
Spend more time teaching learning skills. Klemm recommends memory tricks like mnemonic devices, and visualizing ideas as complex images, to help students expand their working memory. “If they knew these things, they wouldn’t have to work so hard and school might even become fun,” Klemm said. “Once students start reflecting and become more self-aware, they have the opportunity to become better students.”
“Working memory gets overloaded,” Kleem said. “Most people can only hold four independent ideas in working memory.” But if images are used to represent a constellation of ideas, people can remember much more. Words are hard to remember, but images stick with people. “It’s like a zip file,” Klemm said. “This is a way to get your working memory to carry more.”
Learn more:
- https://gustmees.wordpress.com/category/learning-to-learn/
Via Gust MEES
March 20, 2015 Here are some very useful educational web tools we have curated over the last few weeks. These are EdTech tools we came across through posts from other edubloggers. As is the case with previous posts in New EdTech Web Tools for Teachers, we only feature the recent trending tools which we think would be a valued addition to teachers technology toolkit. Check out the ones we have for you today and share with us if you have other suggestions to add to the list:
Find out more here:
- http://www.scoop.it/t/21st-century-tools-for-teaching-people-and-learners
Via Gust MEES
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To better understand how educating individuals can make a global difference, consider what we should stop doing, what we should start doing, and what we should continue doing.
What Should We Stop Doing?Stop teaching as if we have the answers.Stop rushing.Stop talking.What Should We Start Doing?Start looking for problems to solve, actions to take, and beauty to create.Start seeking out authentic, high-stakes audiences for student work.
Via Gust MEES
CAMBRIDGE, Mass. (AP) — The Massachusetts Institute of Technology has offered free online courses for the last four years with one major downside: They didn't count toward a degree. That's about to change. In a pilot project announced Wednesday, students will be able to take a semester of free online courses in one of MIT's graduate programs and then, if they pay a "modest fee" of about $1,500 and pass an exam, they will earn a MicroMaster's credential, the school said. The new credential represents half of the university's one-year master's degree program in supply chain management. As part of the pilot project, students who perform well in the online half can take an exam to apply for the second semester on campus. Those who get in would pay $33,000, about half the cost of the yearlong program. "Anyone who wants to be here now has a shot to be here," MIT President L. Rafael Reif said. "They have a chance to prove in advance that they can do the work."
Via Gust MEES
In 21st Century LEARNers Know THEIR LEARNing Path. WHAT is "Professional LEARNing"!? Well, it is DIFFERENT from normal (?) LEARNing as it provides the Students, LEARNers THE "LEARNing Path" and...
Via Gust MEES
Government at a Glance provides readers with a dashboard of key public sector indicators. Each indicator is presented in a user-friendly format, with
Via Gust MEES
Trust is as valuable as the water that we drink and the air that we breathe. Here are 55 ways to build trust and credibility.
Via Gust MEES
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. . 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/
Via Gust MEES
The purpose of this article is simply to remove some of the negative connotations around smartphones and to consider new possibilities which we have at our disposal. In order for students to use smartphones in school responsibly, it is important that we set limits and rules beforehand.
A MUST READ!
Via Gust MEES
Many school administrators, teachers and parents want the education provided to children to be high quality, rigorous and connected to the world outside the classroom. Teachers are trying to provide these elements in various ways, but a group of schools calling themselves the “Deeper Learning Network” have codified some of what they believe are essential qualities of deep learning (check out how students lead parent teacher conferences in this model). Some of these qualities include learning designated content, critical thinking, communication skills, collaborating effectively and connecting learning to real-world experiences.
Learn more:
- https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/
Via Gust MEES
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Learn more:
https://gustmees.wordpress.com/2014/07/29/practice-creativity-examples-with-thinglink/
http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Creativity
Learn more:
https://gustmees.wordpress.com/2014/07/29/practice-creativity-examples-with-thinglink/
http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Creativity