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» Intruding. In Public. Bud the Teacher
She was hesitant to invade the students’ “personal” spaces, space that they were sharing in public. She didn’t want to intrude.
Intrude.
I don’t believe that we have the luxury of ignoring our students when they share in public. I don’t believe that we should duck away from engaging them for fear of finding ourselves in awkward situations.
» Intruding. In Public. Bud the Teacher
She was hesitant to invade the students’ “personal” spaces, space that they were sharing in public. She didn’t want to intrude.
Intrude.
I don’t believe that we have the luxury of ignoring our students when they share in public. I don’t believe that we should duck away from engaging them for fear of finding ourselves in awkward situations.
Langwitches » Changing- Shifting a School Culture- Train of Thought
What if we are dealings with the issue of learning that is two levels deep? Each level, of course, bringing their own sublevels and issues?
What if there are two levels?
1. Teachers need to shift to teach, so students are actually learning
1. not to the test
2. not to get a grade
3. not to recite facts
4. learning to learn
5. higher level thinking skills
2. Teachers need to shift and recognize that learning has changed
1. changed from the way they have learned in the past
2. the brain is wired differently for students of today
3. the skills and demands of a future we don’t know how it will look like.
Google Docs, Wikis, and Tracked changes in Word: Looking at Collaborative Writing :: Ahhhhs and Ahas
***Tech integration -see comment 3 of this post
...writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
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writing is moving into the public sphere. Most writing that is published electronically is, by nature, works in progress. We post, we receive feedback (solicited or not) and we often rewrite or reconceptualize. In this way, teaching collaborative writing explicitely is crucial.
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For me, the value of collaborative writing does not lie in the product but in the process; students are challenged to think critically, negotiate tactfully and engage meaningfully in a real life skill. The learning is layered and seamless.
- 1 more annotations...
» Making Connections: Social Networking in the Elementary Classroom always learning
Kim gives some amazing advice to those interested in starting any kind of online project with students
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For me, the power of social networking, especially in the elementary school classroom, is the ease with which students can begin to take a leadership role.
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the ability to create a private Ning allows our students to have open conversations, while still emphasizing online safety and appropriate use.
Adventures in Educational Blogging: Learning from My Online Project Mistakes
A teacher gives wonderful advice after looking back at an online project she considered a failure.
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Now that Graham has brought this experience back into my focus, I'm realizing I can take quite a bit of learning away from the experience
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Advice for New Teachers « Ed Tech Journeys
You are an exemplar of what it is to be a learner. It takes courage to learn alongside your students. You do not have to be perfect. You do not have to know everything.
» An Open Letter to Teachers Bud the Teacher
As you gear up in whatever way that you do, I selfishly wanted to jot down a few reminders that I’d be telling myself if I were about to get started.
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I hope you take lots of risks for the sake of learning this year. Not just for your students, but also for you. Make it a goal to try to learn something in a sustained and meaningful way that has little to do with your classroom life.
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You need no one’s permission to postpone a due date or modify an assignment for the benefit of a student, or to delay some grading for the benefit of yourself or your family.
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Edupunk or Educational Leader? | David Truss :: Pair-a-dimes for Your Thoughts
These are not Edupunks, they are Educational Leaders! The reality is that anti-establishment, Do-It-Yourself, transformative, collaborative, networked teachers doing new things, in new ways, in new wall-less, time-zone-less, textbook-less, standardized-test-less classrooms are paving the way for a new kind of schooling.\nAlso see Footnotes 'as a teacher'.
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Footnotes: As a teacher…
I guess you could say that at times I too have ‘acted my way into a new way of thinking’. My actions as a learner influenced my actions as a teacher, as these footnotes suggest.
¹ As a teacher, I don’t take any marks off for something coming in late. It is my job to make sure that students demonstrate their learning and meet the learning outcomes during the year. All time lines within the year are arbitrary (and usually teacher determined) and not a requirement worthy of penalty. Exceptions may be made where either Personal Planning or Goal Setting are part of the outcomes.
² As a teacher, I am very vocal about students needing to speak up and ask questions. “Don’t be a Marshmallow!” was a saying that I took from my Grade 10 English teacher Mr. La Point who used it to symbolize placid students sitting in his class and choosing not to speak up. At first being called Marshmallows in my class was funny, but soon students would catch on that they were not meeting expectations when they were being Marshmallows!
³ As a teacher my response to ‘how long does this assignment need to be?’ has always been, “It needs to be as long as it needs to be.” Students hate this answer, but after a while they get it. In a nutshell: I’ve read three brilliant sentences that have said more than three long-winded paragraphs.
“You can’t go back now, can you?” | David Truss :: Pair-a-dimes for Your Thoughts
“You can’t go back now, can you?”
“What?”
“You could never be able to go back to teaching without technology, could you?
“No.”
Techlearning > > Bloom's Taxonomy Blooms Digitally > April 1, 2008
- In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. They are arranged below in increasing order, from low to high. - datruss on 2008-04-06
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