" Searching by file type and searching by domains is a great way for students to refine their Google searches. Searching for and within a DOC, a PPT, or XLS file can lead students to resources that they might not otherwise have seen. But increasingly a lot of us are creating our documents, slides, and spreadsheets in Google Drive. Many of us are then publishing those files for anyone in the world to see. Thanks to the Google for Education Google+ page, today I was reminded that you can perform a Google search to look for publicly shared Docs, Slides, and Spreadsheets. The screenshots below illustrate how to do this."
"We are in the middle of a enormous change of the culture of teaching and learning. The teacher must see himself/herself as a learner, since he/she is on uncharted territory as well in our ever changing (digital) world. Key competencies and literacies, such as global, media, network, information literacy and digital citizenship amplify our traditional notion and expectation of basic literacy in education. In addition to the traditional content knowledge we are expected to teach/learn in schools, we must include learning how to learn."
"Meanwhile, this occurred to me on my walk just now, after pondering recent chats with my two kids who are currently in college:"
Excellent post by Steven Weber! Provides links to worthwhile reads and resources related to digital citizenship
Copyright and Backchanneling in the Music Classroom
April 1, 2015 - Assessment, Documenting4Learning, Featured Carousel - 1 comment
This post is another one in the series of posts originating from Professional Development Framework: Documenting for Learning
Dani Aisen, a music teacher, at Mount Scopus Memorial College, was part of a small group session with Specialists (Resource teachers) during my visit at the school in Melbourne, Australia. It was an opportunity for these teachers to question and talk more in detail about the keynote presentation (Documenting FOR Learning & The Now Literacies Through the Lens of Sharing) and for me to share examples of how to support modern literacies in their specific subject areas."
"One of my early challenges in coordinating my school’s STEM efforts has been determining exactly what is meant by a STEM school. There are probably as many answers to this question as there are educators, but I have decided to focus on what goes on inside the classroom. Not just in a science or math class, but in all classrooms. There are some activities that have traditionally been done well by the STEM disciplines that can be cross applied to all subjects. "
" have always been infatuated with libraries. As a child, my mom used to take me to the local public library for story time. During high school, I spent hours tucked into stacks, looking for a quiet place to learn. However, in college, I quit the library. Not because of computers, or eBooks, or any sort of technology, but because most of my work required collaborating with peers, and the library was not conducive to that interaction. Even Core, with its big round tables and study rooms, was considered a "quiet space.""
"As the first phase of bringing closure to these blog posts on literacy at the secondary level, I want to offer a tentative list of recommendations that I believe follow from all the research cited in the previous posts. I will say more about each principle in follow-up posts, as well as offering brief bibliographic and graphic-organizer resources in support of each idea. (I offer some initial thoughts on Principle #1, below)."
"Yes, reading strategies – and explicit teaching of them – make a considerable difference, as my previous four blog posts here, here, here, and here make clear. And there is much to like about the idea of the gradual release of (teacher) responsibility in the teaching of those strategies for reading – or anything else where we want skillfulness. The approach is interactive, empowering for kids, easy for most teachers to grasp and implement, and grounded in research."
"A stack of research suggests that all the classroom technology in the world can't compare to the power of a great teacher. And, since we haven't yet figured out how to clone our best teachers, a few schools around the country are trying something like it: Stretching them across multiple classrooms.
"We'll probably never fill up every single classroom with one of those teachers," says Bryan Hassel, founder of Charlotte-based education consulting firm Public Impact. But, he says, it's important to ask: "How can we change the way schools work so that the great teachers we do have can reach more of the students, maybe even all of them?""
"In the three previous posts on reading for understanding (here, here, and here) I looked at the general question: What can we say for sure (or not) in research on comprehension in reading? Here, I take a closer look at comprehension strategies and what the research does and doesn’t say. In general, it supports many of the blunt comments I made here and here a few years ago: there is still a lack of clarity about what the right strategies are, how to teach them, and which ones work for older students (my focus in these current posts)."
"Twitter can be overwhelming, even for a seasoned Twitterer.
We use tools, such as Tweetdeck, to help us organize the tweets coming in
--we use #hashtags to filter and connect our conversations
--we @mention, we RT, we DM, we #FF
--we participate in #edchats
--we give credit where credit is due
--we take notes
--we disseminate interesting information to our network
--we amplify our voices to engage in conversation with people from around the world
Yes, it can be overwhelming to follow a conference Twitter hashtag such as #AASSA15 (Association of American Schools in South America Annual Educators Conference . (Day 1, Day 2, Day 3).
You will find a few sample sreenshots of Tweets from the AASSA conference in Curaçao. Unpacked and annotexted to make the value of Twitter as a Professional Development tool, a learning tool visible to the untrained eye."
"When four South Carolina districts joined forces in 2013 to compete for a federal Race to the Top grant, their shared educational vision was clear: Teaching students to be creative innovators and independent learners will improve school performance.
The challenge was finding a model to encompass all the sweeping changes they wanted to implement.
What the districts’ leaders eventually settled on was the term “enterprise learning,” which refers to both a popular public education program overseas, and a model for professional development in corporate America. The South Carolina schools—working collectively as the Carolina Consortium for Enterprise Learning (CCEL)—are now trying to blend the two programs together with the help of $24.9 million in federal funding."
"Whenever a college student asks me, a veteran high-school English educator, about the prospects of becoming a public-school teacher, I never think it’s enough to say that the role is shifting from "content expert" to "curriculum facilitator." Instead, I describe what I think the public-school classroom will look like in 20 years, with a large, fantastic computer screen at the front, streaming one of the nation’s most engaging, informative lessons available on a particular topic. The "virtual class" will be introduced, guided, and curated by one of the country’s best teachers (a.k.a. a "super-teacher"), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record. "
Public Radio clips - Great for students - includes lesson plans
"I just returned from a consulting/coaching visit to Mount Scopus Memorial College, a K-12 Jewish Day School, in Melbourne, Australia. It was a one day full faculty (K-6) keynote style workshop to set the tone for a four day intense follow up work with the upper primary school teachers and students. Together with Edna Sackson, the Teaching and Learning Co-ordinator of the school, we planned the overall theme, Documenting FOR Learning, of the intense week to connect with the whole school goal of using data to inform learning. "
"Edna Sackson, Teaching and Learning Co-ordinator from Mount Scopus Memorial College in Melbourne, Australia, documented a model lesson I was teaching at my recent visit to their school. Edna graciously agreed to allow me to cross post her documentation and reflection of that lesson below from her blog What Ed Said. Edna is an model example of beautifully and fluently combining documentation, reflection and sharing FOR learning.
Does ‘the research’ know best?
“I think that enough research has been done on the delusion of multi-tasking to say, yes, do all the back channel stuff, but perhaps leave it to afterwards?” … This is part of a comment left on my previous post, in which I introduced the notion of back channeling as a form of documenting for learning."