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Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving, effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, we set out to discover the features of effective PD. This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/?s=coaching https://gustmees.wordpress.com/?s=professional+development
Via Gust MEES, Rosemary Tyrrell, Ed.D., juandoming
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Rescooped by
THE OFFICIAL ANDREASCY
from All digital
February 20, 2017 12:32 AM
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Say you want to create the next generation of voice recognition-enabled, AI-ensmartened, buzzword-laden gadget. The fist thing you need to do is pick a platform. Arduino isn’t powerful enough. The Raspberry Pi works great for prototyping, but going from Pi to production is a many-step process. Next Thing‘s Chip Pro is stepping up to fill the gap with a smart development kit for IoT creators. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Internet+of+Things
Via Gust MEES
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Rescooped by
THE OFFICIAL ANDREASCY
from Go Big
November 27, 2016 11:02 PM
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Shifting to “Learn by Doing” Becker of NMC says just as the role of the teacher is switching from “sage on the stage” to one of a coach or guide, there is a shift from rote to active learning. To foster skills of teamwork and collaboration, online education is incorporating group projects and hands-on labs to help students think more critically and retain the content. Building on the concept of “learn by doing,” online education is expanding to connect students from around the world to learn together and meet professionals. Morris is also executive director of the Center for Interactive Learning and Collaboration, which partners with more than 200 cultural organizations, such as art museums, to offer real-time interaction with experts in various fields. This exposure can help answer student questions about the relevance of a geometry class, for instance. “To answer the questions of why you are doing it is key,” says Morris. “[Students] are motivated when they understand and have a reason to understand the material.” Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching
Via Elizabeth E Charles, Yashy Tohsaku, Gust MEES, Andreas Christodoulou
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Rescooped by
THE OFFICIAL ANDREASCY
from Education and Training
September 2, 2015 6:04 AM
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Rescooped by
THE OFFICIAL ANDREASCY
from Learning Trends
June 11, 2015 4:04 AM
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Stanford researcher Carol Dweck, in studying motivation and perseverance, found that children can be separated into two categories: those with a fixed mindset believe that their successes are a result of their innate talent or smarts; and those with a growth mindset believe that their successes are a result of hard work.
Children with a growth mindset see intelligence as something that can be cultivated: the more learning they do, the smarter they become. Those with a fixed mindset see themselves as either smart or not smart and believe that their intelligence cannot grow; no matter how hard they work. When children with fixed mindsets fail, they feel trapped and start thinking that they must not be as talented or smart as their peers.
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=carol+dweck
Via Gust MEES, Educational Peaks
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Rescooped by
THE OFFICIAL ANDREASCY
from Tech & Business News
April 21, 2015 5:09 AM
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An appropriate metaphor that often helps students and educators alike understand the role of executive functioning in thinking and behavior is to imagine an orchestra conductor. The conductor chooses what work the orchestra will perform, decides how to interpret that work, sets the tempo for the performance, and directs each section of musicians to contribute at the appropriate time. In the same way, executive functioning allows us to: Activate awareness Self-regulate by cueing, directing, and coordinating the various cognitive skills necessary for moment-to-moment functioning Establish goals and make long-term plans Maintain a self-image of being in charge of our learning and actions. Students can and should be taught to develop their executive functioning as a path to self-directed learning and self-determined living.
Via Gust MEES, Jane Shamcey
Well, I’m here to tell you that it’s definitely possible to create some awesome infographics in any category that you choose, EVEN if you’re not a designer. In this blog post, I’m going to introduce you to three awesome tools to create the best infographics, tell you how to use them AND how you can share your infographics in different channels all over the web. So, let’s get started!..
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Infographics
Via Jeff Domansky, Gust MEES
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Rescooped by
THE OFFICIAL ANDREASCY
from Go Big
March 11, 2017 3:00 AM
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Thinking about Thinking Optimizes Learning Most teachers know that if students reflect on how they learn, they become better learners. For example, some students may think and process information best in a quiet library; others may focus better surrounded by familiar noise or music. Learning strategies that work for math may be different from those applied in the study of a foreign language. For some, it takes more time to understand biology than chemistry. With greater awareness of how they acquire knowledge, students learn to regulate their behavior to optimize learning. They begin to see how their strengths and weaknesses affect how they perform. The ability to think about one’s thinking is what neuroscientists call metacognition. As students’ metacognitive abilities increase, research suggests they also achieve at higher levels. Metacognition plays an important role in all learning and life experiences. Beyond academic learning, when students gain awareness of their own mental states, they begin to answer important questions: How do I live a happy life? How do I become a respected human being? How do I feel good about myself? Through these reflections, they also begin to understand other people’s perspectives. Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=reflection http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Psychology http://www.scoop.it/t/21st-century-learning-and-teaching/?&tag=Metacognition
Via Gust MEES, Andreas Christodoulou
Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/ https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
Via Gust MEES, Giselle Pempedjian
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Rescooped by
THE OFFICIAL ANDREASCY
from educació i tecnologia
November 2, 2016 8:11 AM
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There is no leadership, personal or organizational, without listening. In fact, ability to truly listen (and not just hear) is the foundation of having a conversation, building trust, influencing others, resolving conflicts, driving your vision, building relationships, implementing change and... Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=listening
Via Gust MEES, xavier suñé
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Rescooped by
THE OFFICIAL ANDREASCY
from Learning Trends
June 11, 2015 4:04 AM
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A problem-solving classroom isn't easy to create. These 5 principles for a problem-solving classroom will help.
Via Gust MEES, Educational Peaks
I am fascinated by what it takes to be an extraordinary leader–an inspirational leader. I am fascinated by WHY some leaders seem to magically make a huge impact on the world while others do not — Steve Jobs being one case in point, as he changed forever the lives of people and the world with his vision. Let us ponder the question, “Are we all born leaders”? In a certain way I believe we are. We are ultimately leaders of our own lives and destinies. We become leaders of our families and communities, and many take on leadership positions in business. However, holding a leadership title does not guarantee that we have what it takes to inspire others and make a lasting positive impact. I recently came across a quote that speaks to this: “Leaders are not born. They are made. Who makes them? They make themselves.” ~ Peter Castenbaum, Corporate Mystic.
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip
Via Mark E. Deschaine, PhD, Gust MEES
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Rescooped by
THE OFFICIAL ANDREASCY
from All digital
April 13, 2015 3:27 PM
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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, DKW Online, Stephania Savva, Ph.D
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Teacher professional learning is of increasing interest as one way to support the increasingly complex skills students need to learn in preparation for further education and work in the 21st century. Sophisticated forms of teaching are needed to develop student competencies such as deep mastery of challenging content, critical thinking, complex problem-solving,
effective communication and collaboration, and self-direction. In turn, effective professional development (PD) is needed to help teachers learn and refine the pedagogies required to teach these skills. However, research has shown that many PD initiatives appear ineffective in supporting changes in teacher practices and student learning. Accordingly, we set out to discover the features of effective PD.
This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. We identify the features of these approaches and offer rich descriptions of these models to inform those seeking to understand the nature of the initiatives.
Learn more / En savoir plus / Mehr erfahren:
https://gustmees.wordpress.com/?s=coaching
https://gustmees.wordpress.com/?s=professional+development