The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
Kago monare applications of cognitivist learning on instructional technologyKago Monare
Cognitivism: This is the ability for human to think and adapt mentally to different environments and situations. This ability differentiates us from animals. It is way where by many psychologists and researchers have proposed theories on thought and how humans learn.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Modernizing Your Association Education: Planning For The Participatory CultureJeff Hurt
Talking heads, passive listeners, audience engagement, active participation or something in between? What's the best way to provide education at conferences and events? Discuss new research on adult learning from MIT, Duke and the University of California and its impact on your education programming. Discover how participatory culture is invading the traditional education model and what you can do to create engaging education sessions for your organization meetings
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
Guest lecture given at the Communications University of China, Higher Education Research Institute. On the request of the audience an introduction on Belgian culture was added.
Paul Kirschner (Director of Research on Lifelong Learning in the Professions, Netherlands Laboratory for Lifelong Learning (NeLLL), Open University of Netherlands explains the social aspects of collaborative learning at Universitat Oberta de Catalunya (27/02709)
keynote for University is Sussex Partner Network day, 21 June 2012. How Oxford Brookes has made use of learner experience research in developing students digital literacies. Also mapping of SLiDA case stuidies to the developmental framework created with Helen Beetham.
Modernizing Your Association Education: Planning For The Participatory CultureJeff Hurt
Talking heads, passive listeners, audience engagement, active participation or something in between? What's the best way to provide education at conferences and events? Discuss new research on adult learning from MIT, Duke and the University of California and its impact on your education programming. Discover how participatory culture is invading the traditional education model and what you can do to create engaging education sessions for your organization meetings
This session explores effective teacher’s rigorous teaching and testing practices. The presenter discusses the importance of professional learning communities, differentiation, multiple intelligences, revised Bloom’s taxonomy, data driven instruction, performance based assessment, and formative assessment. The presenter provides practical solutions to educational leaders who want to improve the achievement level of all students.
Julie Henderson (Acting Head of Clinical Services) discusses the Clinical Audit Service:
- Clinical Leadership and Engagement
- Inclusive Approach
- Audit Measurement
This presentation includes two case studies:
1) National Diabetes Audit
2) National Lung Cancer Audit
Andy Williams (Chief Executive - HSCIC) discussed how the HSCIC are improving wellbeing through information and technology at the recent "Healthcare Efficiency Through Technology Expo (HETT 2014)".
Areas covered include:
- Taking action and sustain public trust
- Building capability on firm foundations
- Emerging strategic imperatives
Independent Yacht Charter Brokers. Specialist in the rental of Bareboat(self-sail)or, Crewed Luxury, Sailing yachts, Motoryachts, Power yachts, Gulets & Superyachts, for Rent, throughout Croatia, Montenegro,South of France, Monaco, Italy, Sardinia, Sicily, Balearics Corsica, Greece & Turkey. Discreet, freindly, personal service. Quality Yachts & Crew.
Handling Disappointment and Hurt (Spring 2012)RUBibleStudy
Disappointments and hurts will come in our lives and relationships with people. This session explains how to handle them that we might be free from the luggage often attached to them and that we might have no hindrance in our walk with God.
HSCIC commissions and manages contracts to carry out surveys on all aspects of health and social care.
Currently the surveys it manages includes, for example:
Health Survey for England
Health Survey for England: Blood bank
Smoking, Drinking and Drug Use Amongst Young People
Dental Health Survey of Children and Young People
Infant Feeding Survey
Adult Dental Health Survey
HSCIC analysts and data experts have experience of running complex health surveys.
They can carry out surveys on behalf of other organisations, both local and national. The service includes:
• offering advice on running and commissioning surveys
• commissioning and managing whole surveys
• adding questions in existing surveys
• adding sample boosts in existing surveys.
A sample boost involves carrying out additional questionnaires to build a more robust sample depending on customer requirements, for example additional surveys could be conducted for a certain geographical area or a certain demographic group.
Young Gandhian Summit for Peace was organized jointly by Gandhi Global Family and KIIT on 15 April, 2013 in a simple but an impressive jam packed gathering in C.V.Raman Auditorium (Gandhi Sabhagar) at KIIT Campus
www.kiit.in
Diversity Simplified: Diversity Leadership Academy 2012: Capstone PresentationKevin Finke
Diversity Simplified believes we can positively transform organizations, culture and each other with thoughtful conversations that work towards a common ground. For their capstone presentation, this team reminded us that we never stop learning, and when placed in learning environments, we possess a diverse array of learning preferences. Our individual learning styles actually have a strong influence on the lessons we understand and retain, and also those we struggle to understand or may even choose to reject. Diversity Simplified wants to find a common ground with all of you and welcome you into a thoughtful conversation about one specific learning environment that was shared in common by this team.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
Understanding Transformation and Linking Technology to Student LearningTherese Jilek
This presentation demonstrates our district’s professional development process for technology that is based on a district technology grant process. It will include the research behind the vision that I used to establish our goals for technology. I will share the continuum for learning as well as the teacher reflections throughout the process. Last, I will share how our technology integration is linked to student learning and has developed teacher leaders. This has been a 6-year process and shows how our teachers transformed from using a PC lab environment to a personalized learning environment.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. 21st Century
learners
TPACK
Cooperative learning
HOTS
Habits of Mind
Bloom’s
Models for differentiation MI
ICT
Brain based learning
4. Brainstorm - Differentiation
Does give opportunity
to see any
misconceptions
Differentiation
Downside is that
brainstorming can be
an overused strategy
which may not get the
best information from
your students
Note down
what you
think
differentiation
is
9. Quality Curriculum
Know Understand Do
Facts, names, dates, Essential truths
places, information that give meaning Skills (basic skills,
to the topic skills of the
States and territories Stated as a full discipline, skills of
of Australia sentence independence,
Prime Minister of Begin with, “I social skills, skills
Australia want students to of production)
Federation understand
THAT…” (not Verbs or phrases
Multiplication tables HOW… or (not the whole
States of matter WHY… or activity)
Narrative structure WHAT)
Multiplication is Analyse
another way to Solve a problem to
do addition
People migrate to
find perimeter
meet basic needs Write a well
All cultures supported argument
contain the same
elements Contribute to the
Voice reflects the success of a group
author or team
Use graphics to
represent data
20. 21st Century Learners
Shhh/Share
1. Pick a column
2. Write or think silently
3. Be ready to share when time is called
Write a definition Explain to a first Develop a
of “the digital age” year BEd student metaphor,
you feel clarifies what the digital analogy, or visual
its key element, age is in terms of symbol that you
principles and what it would look thinks represents
ways it can effect like in the and clarifies
teaching. classroom. what’s important
to understand
about the digital
age.
21. 21st Century Learning
Our values and norms in education are constantly
being challenged by a shifting landscape of
media and communications
Internet landscapes include:
Media
Social
Mobile
Real time
24. What would education look like if
it resembled the culture in which
we now live?
25. Life outside the classroom
The world is “always on”
Interaction is expected
It is a social world
Experiences are highly customised
The world is increasingly digital
There is a sense of being constantly connected
Almost instant access to a vast range of things
There has been a shift in the way we consume –
we are now also producers
26. Digital Natives are:
Wired Information saturated
Wireless Experimental
Always on Participatory
Mobile Empowered
Instantaneous Global
Impatient
Expecting
Open
Famous
27. But!
There is still varying degrees of access to digital
technologies.
29. 21st Century Education
Requires a:
Rethinking of the who, what, where and when of
learning
Movement from prescriptive to connective practices
Rethinking of the delivery and distribution of
learning
Rethinking of who participates in the learning
process
Embracing of diverse learning spaces
35. Reflective Practice is
Deliberate
Purposeful
Structured
About linking theory and practice
To do with learning
About change and development
37. The model I use
What happened?
What? What did I see/do?
How did I feel at the time?
So What? What were the effects of what I did
(or didn’t do) on the teaching and
learning in my classroom?
What are the implications of what I
Now What? have described and analysed?
How can I modify my practice?
39. Reflection and Differentiation
Reflection enables the Differentiation is
process of modifying adapting the
or adapting the curriculum or lesson
curriculum or lesson content, process,
content, process, product and
product and classroom
classroom environment to
environment to students’ needs,
students’ needs, interest and learning
interest and learning styles and requires a
styles reflective engagement
with teachers’
practical knowledge
40. 3-2-1
Three things which you learnt today.
Two questions you still have.
One thing which resonated with you and will
remain with you long after this unit.
Editor's Notes
Welcome and class attendanceTake attendanceCheck any discrepancies Expectations:Attend all the workshopsPrior email notification of absentees (within reason)Read the readings before the workshop, this will enable active participation in the activities etc.Common courtesy – early is on time, on time is late, late is just rudeMobile phones – silent please, if there is the need to take an important call (child care, family issues, doctor calls, the bank etc.) please inform me at the beginning of the need for this (I don’t need specifics) and take the call outsideMy aims:InteractiveStrategy based – i.e. useful for the classroom – I will try to model strategies or highlight classroom application throughout the workshops to give a practical purpose to the theory – reinforce that I am not, nor would not, treat any of you as students, rather I see you as future colleaguesIf I mention a strategy which you are unfamiliar with please let me know so I can explain
IntroductionsLots of different strategies for introductions in the classroom, e.g. human bingo, two truths and a tale, alliteration names etc.LearnitEverything is on Learnit – the aim is to be as paper-free as possible – however all written assignments must be submitted in hard copy (no soft copies will be accepted for marking)Learnit will continue to grow and develop as the unit progressesAll readings, unless otherwise stated are in pdf format – there are a couple of readings which are in hard copy in the library – I am currently investigating the possibility of putting those pages up on Learnitworkshop notes will also be put up on Learnit after the workshop – ideally I will be inserting them as a slideshare interactive rather than simply pdf, however there are problems with that feature so at the moment I will put links to my slideshare page for nowAny activities which we complete in the workshop which are appropriate for sharing on the Learnit page I will also put upAssessment 1 presentations will go on Learnit as a copy of the slides/handouts etc.Contact Timesemail is always best bet; if would like to see me I am available for appointments on Monday, Tuesday and Friday (if I am not in class) however it must be by arranged appointment as I don’t have an office. I have access to the sessional tutor rooms when I am on campus which are in the Education building at the far end of the cornerBreaks and breatherssuggest 15 min break and finish at 4:00ishSeems like not a great deal of break but there will be limited just talk and listen so shouldn’t be too boringUnit OutlineEntire unit outline including all assessment rubrics are available on LearnitIncludes topics for each week and readingsSupplementary documents for assessments also on LearnitFocus on the core learning outcomes for this unit
In my classroom practice I have always believed that it is vital for my students to know where they are headed – what they are expected to be able to know and do at the end of a module.I would put the learning outcomes up at the start of the module and decode with the students some of the underlying Big Questions of the learning outcomes.I would often use a jigsaw to have small groups simply focus on one outcome and then use a gallery walk to elaborate and then feed it all back.Throughout the module I would link back content to the learning outcomes, such as this activity you are completing today will help you with learning outcome 1 etc. – I always had my outcomes displayed in the roomNot going to do that today, but quickly TTYPA (turn to your partner and) discuss the learning outcomes and decide on 1 thing which excites you to learn about and 1 thing which you think will create cognitive challenge (i.e. not something you have a huge prior knowledge base)5 mins TTYPA5 mins feedbackFirst assessment will be directly linked to outcomes 1 & 4 (click for highlighting)
Go through assessments and rubrics1st tutorial presentation will be next week – obviously this group will be marked with the consideration that they are the fledgling groupHave a think and chat during the break and we will be concreting in the groups by the end of the session todayFor assessment 2 you need to have signed up for learning federation access – we will have a session (hopefully) in a lab to kick start your assessment in the coming weeks but it would be great if you could sign up before that session
Today’s three topics are essentially the umbrella topics of the entire unit. Without these three elements you cannot expect to cater for the needs of your adolescent students. Everything else in the unit happens under this umbrella. It is either a reaction to or informs the three aspects of the umbrella.In your tutorial presentations I expect that you attempt to relate the workshop topic back to this umbrella.As a reflective teacher, dedicated to differentiation, before any module I would engage in some sort of pre-test to gauge my students’ point of readiness. Now I can’t do that with you to the same extent but here is a couple of ways I could have done it. Each of these strategies I would normally collect to inform my practice and then use later in the module to gauge how we, my students and myself, are tracking in terms of knowledge/skills attained.
This is a modification of KWI, which is great as it allows for misconceptions to be expressed under think – great for students who might be anxious to get the right answer, students with perfectionist tendencies, or slow startersTTYPA Think and Puzzle5 mins for chat10 mins for feedback – add to document to be put on Learnit
There is a little trap with this model for lower ability students or students with no prior knowledge as to create a non-example requires a great deal of knowledge of the properties of the topic.TTYPA an example and non-example (if you can) of reflective practice
Carol-Ann Tomlinson – guru of differentiated instructionDifferentiation is NOT a set of strategies… it is a way of thinking about teaching and learningStrategies are tools to accomplish the goals of differentiated instruction.
Respectful tasks:In any classroom, it is critically important that the task we ask students to do is respectful – that it is challenging, interesting, and worth doing. In a differentiated classroom, students often work on different tasks simultaneously. The tasks may be adjusted for different readiness levels, interests, or learning preferences, but regardless of which task a student is assigned to (or selects) it should be respectful. If some students look like they are doing a task that is challenging, engaging, and thought-provoking to them while other students work on filling in a simplistic worksheet, the activities are not effectively differentiated and will affect how students perceive their status in the classroom.Teaching upQuite simply this means raising the ceiling for all students in your classIn a differentiated classroom, all students should be working at a level of complexity that is just above their individual comfort levels. By providing each student with reasonable levels of challenge and instructional scaffolding as needed, students learn that hard work results in successful growth. Tip: plan the most complex activity and then modify for students will a lower readiness lever – many people do the oppositeFlexible groupThis means that students work in a variety of arrangements – students may work in small groups with students of similar readiness, interest, or learning profile, in small groups with students of different readiness, interest, or learning profile,with a partner of similar readiness, interest, or learning profilewith a partner of different readiness, interest, or learning profileindividuallyas a whole classContinual assessmentThe differentiated classroom is characterised by continual assessment – assessment for learning and assessment of learning, that is formative and summative assessmentPre-testing is essential for identifying students’ point of readinessFormative assessment is used to shape your everyday teachingFormative assessment can include:exit cards questions for the day journal prompts observation one-on-one conversations with studentsEtc. all help in identifying when there is a need to re-teach something to certain students or to raise the challenge higher for some students. Building communityIn an effectively differentiated classroom, the teacher focuses on building a learning community where students feel safe, accepted, and supported. One where students treat one another with respect, help one another to be productive, and share in one another's successes. (All good teaching practice really)It is vital that a culture of acceptance of individual learning journeys is built within your classroomEveryone is ending up at the same place (meeting the learning outcomes of the module) but how each person gets there can be very different and that is ok – I often use the analogy of how students get to school each day to show how they all end up in the same place but may have come very different waysContentThe “what” of your teachingPre-testing will enable you to determine what needs to be taught in-depth, revised, not taught at all – this can vary between students in the differentiated classroom which reinforces the need for flexible groupingsProcessThis is the fun bit – the how. We will be building your toolbox of process strategies over the unit.
Quality curriculumYes we are governed by external bodies for our curriculum, WA curriculum or Australian National CurriculumBut when designing your classroom curriculum, that is the interpretation of the stated learning aspects or indicators, it is essential that we develop a quality curriculum – which means to plan with the end in mind.You must begin with clearly defining where you want students to go before thinking about how we want them to get there. What do we want them to Know, Understand, and be able to Do (KUD) as a result of the learning experience? You start with identifying the essential Understandings -- the concepts, principles, or big ideas of the unit topic. Understandings that are meaningful, intriguing, and thought provoking allow students to see the relevance of what they are studying to other subjects and to the world around them.Then you move onto the knowledge includes the key facts (names, dates, places, etc..), vocabulary, and examples that you want students to know. In isolation, this knowledge is easily forgotten. But when linked with the Understandings, the knowledge items help students to uncover and make sense of the Understandings.Finally do: this might include basic skills such as literacy and numeracy, thinking skills such as reasoning and synthesizing, discipline-based skills such as graphing, planning skills such as goal-setting and project planning, and social skills such as collaboration and leadership.
Teaching upQuite simply this means raising the ceiling for all students in your classIn a differentiated classroom, all students should be working at a level of complexity that is just above their individual comfort levels. By providing each student with reasonable levels of challenge and instructional scaffolding as needed, students learn that hard work results in successful growth. Tip: plan the most complex activity and then modify for students will a lower readiness lever – many people do the oppositeFlexible groupThis means that students work in a variety of arrangements – students may work in small groups with students of similar readiness, interest, or learning profile, in small groups with students of different readiness, interest, or learning profile,with a partner of similar readiness, interest, or learning profilewith a partner of different readiness, interest, or learning profileindividuallyas a whole classBuilding communityIn an effectively differentiated classroom, the teacher focuses on building a learning community where students feel safe, accepted, and supported. One where students treat one another with respect, help one another to be productive, and share in one another's successes. (All good teaching practice really)It is vital that a culture of acceptance of individual learning journeys is built within your classroomEveryone is ending up at the same place (meeting the learning outcomes of the module) but how each person gets there can be very different and that is ok – I often use the analogy of how students get to school each day to show how they all end up in the same place but may have come very different waysContentThe “what” of your teachingPre-testing will enable you to determine what needs to be taught in-depth, revised, not taught at all – this can vary between students in the differentiated classroom which reinforces the need for flexible groupingsProcessThis is the fun bit – the how. We will be building your toolbox of process strategies over the unit.
Continual assessmentThe differentiated classroom is characterised by continual assessment – assessment for learning and assessment of learning, that is formative and summative assessmentPre-testing is essential for identifying students’ point of readinessFormative assessment is used to shape your everyday teachingFormative assessment can include:exit cards questions for the day journal prompts observation one-on-one conversations with studentsEtc. all help in identifying when there is a need to re-teach something to certain students or to raise the challenge higher for some students.
Building communityIn an effectively differentiated classroom, the teacher focuses on building a learning community where students feel safe, accepted, and supported. One where students treat one another with respect, help one another to be productive, and share in one another's successes. (All good teaching practice really)It is vital that a culture of acceptance of individual learning journeys is built within your classroomEveryone is ending up at the same place (meeting the learning outcomes of the module) but how each person gets there can be very different and that is ok – I often use the analogy of how students get to school each day to show how they all end up in the same place but may have come very different ways
This is the fun bit – how to make it different for your particular studentsContentThe “what” of your teachingPre-testing will enable you to determine what needs to be taught in-depth, revised, not taught at all – this can vary between students in the differentiated classroom which reinforces the need for flexible groupingsProcessThis is the fun bit – the how. We will be building your toolbox of process strategies over the unit.
Look back at your note about what you think differentiation is.Now using the exit strategy: I used to think …now I think, write a sentence about what you used to think differentiation is, and what you now think it is… as a teacher my learning would be in seeing the change in understanding looking, looking for any continued misconceptions, or any lack of development in understanding.
Conversations are getting more complex and more intrinsically linked with technology.Technology has moved away from the device to the interaction.Students are more connected than every before. There is a stronger sense of the individual and yet in a lot of ways there is a stronger sense of community. However the definition of community has changed.
Facebook? Twitter? LinkedIn? Scoopit?Twitter is one of the best professional learning tools you can have as an educator. Many great people to follow and gather their insights, links to articles, teaching strategies etc.Conferences all around the world have hash tags.
Wired: digital natives have spent their entire lived surrounded by and using computers, videogames, iPods, mobiles, email, IM, and social networking sitesWireless: digital natives thrive on the convenience of communicating electronically and wirelesslyAlways on: their conversations don’t “end”Mobile: school work is not just at school or in the home, its in a coffee shop, airport, park, etc.Instantaneous: digital natives are used to giving and receiving information immediately – anything is just a google awayImpatient: many are raised in an environment, and are conditioned for, instant gratification. They can get bored or frustrated is the information flow is poor or too slow.Expecting: have increased knowledge about the world and its possibilities and are now more expectant of their own opportunitiesOpen: many are more willing to share feelings and personal information – this is not always a good thing, especially in relation to cyber safetyFamous: the internet means that anyone could be one YouTube clip away from stardom, this is exciting and daunting for our students. There can be an added pressure of success and the need for “star power”Information saturated: there is an overload of information and we as teachers must help our students navigate this sea of informationExperimental: with the increased ability to alter and delete, there is a growing expectation of a “do over” which can encourage creativity and experimentation. Again as teachers we need to reiterate the need for some things to be done to the best of ones ability first time.Participatory: the collaborative abilities of the digital world are such that many digital natives are growing up with a strong sense of sharing and delegating. These skills do need to be taught in the classroom and refined.Empowered: digital natives are encouraged to pursue happiness, follow their dreams and embrace individuality. What draw backs could this have in the classroom?Global: are growing up in a world that is increasingly connected, accessible, interactive and open. Just ask a class where they went on holidays…it will surprise you how many have been overseas.
The world that we live in and the students which it is producing require an educational paradigm shift
This animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert. This is just a short excerpt.6:22 – 7:39
Now fill in the exploreCan draw a line under the thinks and the puzzles and enter what you now think you know, and what puzzles you now have. The idea would be to be able to cross out some of the puzzles.
Tie it all togetherKnowledge of 21st century learners and learning is vital to understanding the students in your classroom.Understanding the students in your classroom is vital to differentiated instruction.Reflective practice enables you to check your students' growth and understanding, and enables you to question what is/is not working in your classroom to engage and essentially teach your students, which is vital to the differentiation process.
unconscious incompetence - in which we are unaware of what we can'tdo or don't know;• conscious incompetence - in which we become aware of our development needs and start to do something about them;• conscious competence - where we are using our new skills and knowledge, but watching and monitoring ourselves;• unconscious competence - the skills become 'second nature'.BUT SUCCESS IN TEACHING REQUIRES US TO ALWAYS CHALLENGE AND DEVELOP OUR PRACTICE BY REGULAR REFLECTION AND REVIEWReflective practice is central to the National Teacher Standards so should become central to your general everyday practice as a teacher.
