Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
"Teachers are the arbitrators of knowledge and culture. Knowledge and culture are each dynamic, endlessly crashing and churning. This makes teaching significantly important and difficult work, and can leave teaching—as a craft—wide-eyed and nonplussed in response. Worse, those outside the bubble of education can understandably struggle to understand the problem. What are the teaching in those schools anyway? How is it any different from when I was in school?"
Beth Dichter's insight:
How has teaching changed? Below are the seven key ideas. . 1. A culture of emerging literacies 2. A society that is mobile 3. A world where equity is a central theme 4. A society of constant connectivity 5. A world where the technology learns, too 6. A context that demands new credibility in an era of information 7. A culture that can seem, well, distracted Many teachers may be overwhelmed with these changes and may require professional development to help them develop new skills that technology brings. But change has happened before and will continue to happen. The question is how are we adapting to the changes and how can we assist our students in becoming independent learners in this new age of learning? 
Scoop.it!
"One overriding challenge is now coming to the fore in public consciousness: We need to reinvent just about everything. Whether scientific advances, technology breakthroughs, new political and economic structures, environmental solutions, or an updated code of ethics for 21st century life, everything is in flux—and everything demands innovative, out of the box thinking."
Beth Dichter's insight:
What comes to mind when you think of the word innovation? And if we apply innovation in education what are your thoughts? The Common Core informs us that we should be teaching creativity, curiosity, critical thinking, and more. If we look at innovation we meet these criteria. This post provides 10 ideas. Many of the ideas on the post provide links to additional resources. * Teach concepts, not facts. * Distinguish concepts from critical information. * Make skills as important as knowledge. * Use creativity tools.
Scoop.it!
"No device should ever be hailed as the silver bullet in "saving" education -- nor should it be completely shunned -- but when it comes to the possibility of bridging the digital divide between low-income and high-income students, devices may play a pivotal role. ccess to the Internet connects kids to all kinds of information — and for low-income students especially, that access has the power to change their social structure by allowing them to become empowered and engaged..."
Beth Dichter's insight:
Would providing students with access to cell phones at school improve their test scores? According to this article the answer is yes. A recent Pew report noted that there are significant differences in students access between higher and lower income schools. A study from QualCom "showed that low-income students’ test scores increased by 30 percent after they were given smartphones to access more information and instruction and to collaborate with their peers." What should be done to help decrease this digital divide? Below are suggestions from this post. Additional detail is provided (as are links to additional resources). * Give students access. * Give students prompts. * Provide instructional objectives. * Make yourself available. * Invite observers to your mobile enhanced class. * Inventory the devices. * Use discretion. * Use everything you have. * Reframe productivity. * Teach process not content. * Value collaboration.
Scoop.it!
"If kids can access information from sources other than school, and if school is no longer the only place where information lives, what, then happens to the role of this institution?"
Beth Dichter's insight:
So how do schools go about guiding "students to find their own learning paths at school"? In this post Diana Laufenberg who taught at the Science Leadership Academy shares her thoughts on how this took place at the Academy. The short list is below with additional information found in the post as well as a TEDtalk video by Laufenberg "How to Learn? From Mistakes." * Be flexible. * Foster inquiry be scaffolding curiosity. * Design architecture for participation. * Teachers teach kids, not subjects. * Provide opportunities for experiential learning. * Embrace failure. * Don't be boring. * Foster joy.
Lucy Robertson's curator insight,
October 22, 2014 8:26 PM
Inquiry: the best teachers show you where to look, don't tell you what to see. Inquiry learning helps students across all curriculum areas. 
Elizabeth Galo's curator insight,
August 26, 2015 7:11 AM
A few things about this article stand out, firstly that inquiry is fostered through scaffolding, secondly, that teachers teach kids - not subjects and finally that opportunities are provided for experiential learning. Scaffolding learning enhances the learning experience for all students, as the amount of scaffolding required can be differentiated. When teachers let go of their need to teach subjects, or impart knowledge they are free to facilitate a learning process. There is a great body of research to suggest that students learn best through a hands-on experiential approach. Providing these opportunities throughout the day challenges teachers to forsake the commonplace and allow for richer, less contrived learning spaces.
Scoop.it!
"Free, unstructured playtime gives kids a chance to discover their interests and tap into their creativity. It’s a crucial element for building resilience in children, an attribute they’ll need in order to become happy, productive adults."
Beth Dichter's insight:
This post explores what children need to succeed, and begins by defining success as a " child is one who finds something he loves to do, is generous, empathetic and compassionate, committed to repairing the world, shows grit and the ability to collaborate, creativity and can take constructive criticism." Later in the post the 7 C's of Resilience are introduce as a "road map for helping students to find their inner grit" The seven C's are: * Competence * Confidence * Connection * Character * Contribution * Coping * Control Additional information on the 7 C's is in the online as well as a discussion on the discussion of how creativity "plays an integral part of developing these seven skill sets."
Scoop.it!
This post provides a look at "what might happen if educators experimented with some of the lessons YouTube's staggering success has taught us." Ten items are listed, with explanation and a section called "possibility for teachers." The list includes: interdependence, diversity, brevity, selective social interaction, non-traditional, humor, cultural hyperbole, passive consumption, active selection and assisted discovery.
Scoop.it!
The Smithsonian asks and answers questions about science, art, history and culture, exciting the learning in everyone, every day. The Smithsonian has recently launched a new website seriouslyamazing.com which “poses questions and answers to show people how it can be an exciting resource for discovery and learning.” They have created " seven quirky characthers to symbolize the questions the Smithsonian asks and answers every day: * The Wild represents the diversity of the animal kingdom Take some time to explore this site. You may discover many new resources available at the Smithonian!
Scoop.it!
This post is written by a student and begins: Can creativity be taught? Absolutely. The real question is: “How do we teach it?” In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Nikhil Goyal, a senior at Syosset High School then provides a look from the student viewpoint about what is and is not working in schools. A great read!
Scoop.it!
What is "deeper learning"? The National Research Council of the National Academies of Science released a report, Transferable Knowledge and Skills Key to Success in Education and Work. This report "calls for efforts to incorporate 'Deeper Learning' into curriculum." This post explores the three domains of competence that are discussed in the report: cognitive, intrapersonal and interpersonal. Each is defined and the question is raised, can deeper learning be taught? The post provides a great overview and here is the link to the full report: http://www7.nationalacademies.org/bota/Deeper_Learning_Report_Homepage2.html.
Scoop.it!
When we speak of 21st century learning we often hear the words innovation and creativity...but what can we do as educators to help our students develop these skills. How can we make our schools bcome idea factories for our students? Below is a list of 8 ideas. For more information click through to the article. * Welcome authentic questions. * Encourage effective teamwork. * Be ready to go big. * Build empathy. * Uncover passion. * Amplify worthy ideas. * Know when to say no. * Encourage breakthroughs.
Scoop.it!
"Print or digital? Adults grapple with which is the best way to read -- not only for themselves, but especially when it comes to their kids. Whether or not parents prefer print books over interactive e-books for their kids, the question is, what’s actually better for them?" However, this was not true when asking kids about the plot. Additional information is found in this post.
Scoop.it!
"When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent — and more divisive. Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent Speak Up 2011 report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment..."
Scoop.it!
"Do you think you’re creative?” Ask this question of a group of second-graders, and about 95 percent of them will answer “Yes.” Three years later, when the kids are in fifth grade, that proportion will drop to 50 percent—and by the time they’re seniors in high school, it’s down to 5 percent.
|
Scoop.it!
Although the students had been told at the outset that they should “study something important, including homework, an upcoming examination or project, or reading a book for a course,” it wasn’t long before their attention drifted: Students’ “on-task behavior” started declining around the two-minute mark as they began responding to arriving texts or checking their Facebook feeds. By the time the 15 minutes were up, they had spent only about 65 percent of the observation period actually doing their schoolwork.
Beth Dichter's insight:
This post looks at how multi-tasking in impacting student work. Although based on a recent study the post states that there is "a growing body of research focused on a very particular use of technology: media multitaskingwhile learning." The evidence shows "learning is far spottier and shallower than if the work had their full attention. They understand and remember less, and they have greater difficulty transferring their learning to new contexts." After a brief review of a number of studies the post looks at information about the brain and multitasking as well as what might be done to help students prioritize. Links to resources are provided within the article.
Scoop.it!
"With one billion monthly users (and growing), YouTube's popularity is a pretty clear indication that video is a powerful medium. And kids' unrelenting fascination with videos is motivating many educators to find ways to leverage them for all kinds of purposes."
Beth Dichter's insight:
If you are looking for a great guide on using videos in our classroom check out this post and download this Teachers' Guide to Using Videos. The guide is split into the following sections: * 5 Awesome Sites for Instructional Videos * 6 Excellent Sites that Supplement your Lessons * What’s Good? Curating and Evaluating Video Content * Blending Videos into your Curriculum – This section looks at: Ignite Conversations Pique Interest, Create Perplexity and Inspire Inquiry! Flip Your Classroom: Extend and Engage! Exercises for Flipped Classrooms Demonstrate Labs, Experiments and Abstract Concepts Opportunities for Publishing Ten Great Examples of Educational Videos The post ends with this statement: "You’ll find a slew of valuable resources, including video links for all kinds of subjects — history, math, science, language arts, and more — and ideas on how to inspire students to use videos as a conduit to dig in, ask questions, and learn." Take the time to download the pdf (available at the site).
Scoop.it!
"Along with the big release last week of Amplify's tablet, produced by the education arm of media conglomerate News Corp, came details of the product that will vie for a spot in the growing education tablet market."
Beth Dichter's insight:
This post provides a more in-depth look at the new Amplify tablet. Here is a more in-depth descirption: But more interesting to me is the questions that come up when you read the impressions of others. Below are two examples: From TechCruch (quoted): “While the News Corp. founder’s sudden transformation into an education reform advocate may seem a head-scratcher, the motivation becomes clear when, in Murdoch’s terms, one considers that K-12 education is a $500 billion sector in the U.S. alone — and one that remains relatively untouched by corporations like News Corp.” (Remember that Murdoch is News Corp. founder.) From Forbes (quoted): “From my point of view, the problem with News being in this business is that it creates a channel to our youngest, most vulnerable minds for a guy with extreme politics and highly questionable ethics,” Kay wrote. Unlike the transparent profit motives of companies like Apple and Google, News Corp’s motivations should be further questioned, he said. Additional information may be found in the post.
Scoop.it!
"Design thinking can seem a bit abstract to teachers. It’s not part of traditional teacher training programs and has only recently entered the teachers’ vernacular. Design thinking is an approach to learning that includes considering real-world problems, research, analysis, conceiving original ideas, lots of experimentation, and sometimes building things by hand. But few schools have the time or wherewithal to integrate these processes into the school day."
Beth Dichter's insight:
Why would we ask students to learn design thinking? Perhaps because the concept of "considering real-world problems, research analysis..." (as quoted above) is called for in the Common Core. Based on my readings it plays hand in hand with the Maker Faire movement that is growing. This post in valuable because it discusses how a school is putting design thinking into practice, providing great tips as you read. And if you are thinking of trying some design thinking yourself you should check out the website Design Thinking for Educators (http://www.designthinkingforeducators.com/) and download their free toolkit which "contains the process and methods of design along with the Designer’s Workbook, adapted specifically for the context of K-12 education." This toolkit has been updated and is now version 2.
Scoop.it!
A look at why you might want to connect your students with students in other parts of the world (by two educators whom do this) as well as three resources to help you start on global collaboration. Five reasons with explanations are provided for the why, such as: * Working with students from different culture motivates students * It's easy to incorporate core curriculum lessons into global collaborations * It encourages problem solving For more information click through to the post.
RichardBulpittSchool 's curator insight,
November 4, 2014 11:44 PM
Collaboration for students on-line. Some motivational strategies.
Scoop.it!
The Space is a digital arts service from Arts Council England and the BBC, bringing great theatre, concerts, opera, dance, film and more to every screen. An amazing resource with dance, film, literature and spoken word, music, performance art, theater, and visual and media arts. The Space "...has been designed to give arts and culture organisations the opportunity to experiment and engage with new and existing audiences in a completely innovative digital environment. It is a pilot which was initially available from the 1st May 2012 to the 31st October 2012 and has now been extended until the 31st March 2013."
Scoop.it!
When we hear of flipping the classroom we think of videos at home and students doing "homework" at school, but what if we looked at whom tends to ask questions in the classroom? Is it the students or the teacher? So how do you change your classroom so the students are the ones asking the questions? They suggest four rules and with two of them provide a number of examples. Rule 1 is: To read the rest of the post click through!
Scoop.it!
When it comes to high achievement, grit may be as essential as intelligence. A look at a research study on grit, defined as "sticking with things over the very long term until you master them." Her "esearch suggests that when it comes to high achievement, grit may be as essential as intelligence. That’s a significant finding because for a long time, intelligence was considered the key to success." This post provides links to a variety of articles and a look at some recent reseach. It also suggest that "grit is something that people can probably learn."
Scoop.it!
A look at some "big-picture ideas" that may help you think about ways to bring new tools and innovations into your classroom. Each idea (listed below) provides a link to more information. * Infuse passion into learning * Try something new * Consider the flipped classroom model * Tap into students' ideas * Consider the future school day
HND Assignment help's curator insight,
November 18, 2015 10:31 PM
Innovation at classroom can be obtained through our assignment help services at http://assignmenthelpblog.blogspot.in/
hndassignmenthelp@gmail.com
Scoop.it!
We are ten years into No Child Left Behind and over the last year or so "Rampant and widespread cheating on high-stakes standardized tests has been uncovered in districts nationwide." What does this mean? "How did cheating become normal in America's schools?"
Scoop.it!
When the pressure is off grades and performance, kids focus on learning for the sake of learning, not to show off what they know, writes Annie Murphy Paul in this interesting post about a study examining the lasting effects of summer camp.
Scoop.it!
"The idea of mobile learning touches on just about every subject that any technology addresses: social media, digital citizenship, content-knowledge versus skill-building, Internet filtering and safety laws, teaching techniques, bring-your-own-device policies, school budgets. At its core, the issues associated with mobile learning get to the very fundamentals of what happens in class everyday. At their best, cell phones and mobile devices seamlessly facilitate what students and teachers already do in thriving, inspiring classrooms. Students communicate and collaborate with each other and the teacher. They apply facts and information they’ve found to formulate or back up their ideas. They create projects to deepen their understanding, association with, and presentation of ideas." Yet there may be issues also. This post explores mobile learning with a detailed example of a classroom where mobile phones are effectively integrated as well as a classroom where the integration did not go as well. A number of resources are also provided.
|
7 Ways Teaching Has Changed