1) The document discusses interviews conducted with K-12 teachers who are innovators in using 21st century tools in their classrooms.
2) It finds that the teachers received little formal training on using these tools and learned through trial and error, as well as from their students, fellow teachers, gaming, and following their passions.
3) The teachers emphasized the importance of being learners alongside their students and creating active learning communities to support professional growth.
How can we implement student-centered learning activities into any classroom?
The video of this presentation can be find here: https://youtu.be/5x9YwND6EX8
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
How can we implement student-centered learning activities into any classroom?
The video of this presentation can be find here: https://youtu.be/5x9YwND6EX8
Situational ingenuity of teachers: The key to transformative, content-focused...Joan E. Hughes, Ph.D.
This presentation was shared at a colloquium sponsored by the University of Houston, Victoria on April 28, 2014 (Please read the slide notes for generally what I said in the presentation). I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students got ipads - I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers' use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing "situational ingenuity" and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.
Dr. Aneta Hayes
Keele University,
United Kingdom
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
Designing learning; Focusing learning; Framing content; Collaborating for Fee...Judith Boettcher
Presentation for faculty convocation on August 21 2013 at San Antonio College/ Alamo Colleges. Four topics: (1) Principles and practices for designing course experiences (2) Strategies for customizing learning for engaging learners (Tip 74);
(3) A Syllabus to Jumpstart Learning (Tip 94) and (4) Building connections between learners to integrate a feeling dimension to your course (Tip 92)
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
Dr. Aneta Hayes
Keele University,
United Kingdom
Education, Research & Development
6th International Conference
4–8 September 2015
Elenite Holiday Village, Bulgaria
www.sciencebg.net
Designing learning; Focusing learning; Framing content; Collaborating for Fee...Judith Boettcher
Presentation for faculty convocation on August 21 2013 at San Antonio College/ Alamo Colleges. Four topics: (1) Principles and practices for designing course experiences (2) Strategies for customizing learning for engaging learners (Tip 74);
(3) A Syllabus to Jumpstart Learning (Tip 94) and (4) Building connections between learners to integrate a feeling dimension to your course (Tip 92)
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
Building Better Online and Blended Classroom Discussions by DesignJason Neiffer
These are slides supporting our presentation, "Building Better Online and Blended Classroom Discussions by Design," by Jason Neiffer and Mike Agostinelli at the Extended Learning Institute at Carroll College, March 2015.
comprender como aprendemos, y la importancia que tienen las experiencias en la construcción de las estructurales mentales, es muy importante en la solución de situaciones que el medio ambiente impone a un sujeto.
Har du funderat på ett utlandsboende? En plats att fly till när vädret här hemma sviker? Alanyaregionen i Turkiet är ett bra och prisvärt alternativ med varma människor och underbart klimat. Här får du alla fakta kring hur det går till att köpa en lägenhet av oss på Saray Homes. Se vår hemsida, www.sarayhomes.se för mer information.
Il Welfare tra sviluppo delle capabilities e democrazia deliberativa (Welfar...Spinella Dell'Avanzato
IX Convegno nazionale AIS
Stati, Nazioni, Società Globale: Sociologicamente
Distribuieted paper per la Sezione AIS Giovani
Milano, 23, 24 e 25 settembre 2010. The main aim of this paper is to offer a theoretic contribution on the new principles, in order to give orientation to the Welfare actions. The purpose is to develop a perspective of research which can find some potentialities, in terms of paradigm for an active and sustainable Welfare, in deliberative democracy and capability approach.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
SITE 2018 - Preparing Social Studies Teachers and Librarians for Blended Teac...Michael Barbour
Stevens, M., Borup, J., & Barbour, M. K. (2018, March). Preparing social studies teachers and librarians for blended teaching. A full paper presentation to the annual conference of the Society for Information Technology and Teacher Education, Washington, DC.
Active learning(jigsaw method)1 mergedshaziazamir1
state the meaning of active learning
explain the need for active learning
discuss Principles of active learning
define characteristics of active learning
Ready, Aim, Fire: A presentation about technology integration and iPad integr...Joan E. Hughes, Ph.D.
In this presentation, I speak about the challenges of technology integration with a group of U.S. K-12 district superintendents and principals. I use my recent research on a high school's endeavor to integrate iPads into teaching and learning to situate my remarks about technology integration. Topics covered include: school change, vision/goals for technology integration, my RAT (replacement, amplification, transformation) model for assessing lessons that integrate technology, and using subject-specific problems of practice to drive technology-related professional learning for teachers.
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. PD Informal What do we know about the learning trajectories of 21st century teachers? Is there such a thing as 21st century professional development? What needs to be learned for us to develop relevant teacher training?
7. Interview R1 Community Context Tools Public Face? 1 Rural Higher Ed Private Broken Tech Speaker 2 Rural MS Math Public Online Tools TED/Speaker 3 Suburban HS Science Public Alt Mobile Speaker/Published 4 Suburban ES Writing Public Massive Multiplayer Speaker/Online 5 Urban HS Social Private Strategy Gaming Speaker/Published 6 Urban ES English Public Virtual Worlds Speaker/Online
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12. Findings Traditional Training After music career: “ Your resume is your portfolio of music and those you’ve worked with and who has produced you.” After degree in history: “ I came in with an understanding of history as a discipline. I had gone through rigorous training.” “ I remember taking accounting classes just because they had computers; I had no interest in accounting whatsoever.”
13. Findings Lessons in Practice “ I began to realize as a teacher that learning was not restricted to the four walls of my classroom. That learning could take place in virtual spaces.” “ I switched over...set up for the class, but during class I really didn’t do anything ...” “ Infinitely [better] than last year.” It was crazy. I realized when I saw those kids who were fearless and they were looking at me like, ‘What’s your problem?’... I said, “OK, this is where were going.” learning could take place [better] than last year.” It was crazy. I realized “ OK, this is where were going.”
14. Findings Trial and Error “ I was no longer the expert. I was the newbiest of newbs.” “ I remember crashing and burning real bad on lectures. I think I’ve blocked it out [laughs].” “ You don’t know what the answer is when you start. You don’t know what the content is.” “ If they [want to learn] content you know nothing about, you have to be right there next to them.” “ I was no longer the expert. I was the newbiest of newbs.” “ I remember crashing and burning real bad on lectures. I think I’ve blocked it out [laughs] .” “ You don’t know what the answer is when you start. You don’t know what the content is.” “ If they [want to learn] content you know nothing about, you have to be right there next to them.”
15. Findings Trial and Error PD from students PD from fellow teachers (f2f and online) PD from gaming media PD from vision of end experience PD from expertise in field
16. Discussion Active Teacher Community Admin/Policy Students Passions Vision Play Space Trial/Error Formal Training Student Tuning Teachers Traditional Informal
17. What will be learned? How to Assess? Actions? Engaging Lesson Plan Grant Wiggins and Jay McTighe , 2001 and really quite a few others. Interesting work Lots of really good teachers, in classrooms. “ You don’t know what the answer is when you start. You don’t know what the content is.” Discussion What is engaging? What is real? Who is learning?
Does innovative practice emerge from traditional training??
I decided to simply ask the most innovative teachers in the country. How did you learn this?
This is how I think of round one.
I’ve identified teachers that are recognized as ‘experts’ and the first of their kind in practice. If the challenge is to have 21st century classrooms, led by 21st century teachers, I need to start by listening to what those exemplars are saying about their development.
The initial goal was to capture a variety of paths towards the common selection criteria to understand SCOPE. But all similar. ATTITUDE toward tradtional certification... They DONT credit traditional training to their innovation. 1) Didn’t finish HS for a music career. Followed with a “build your own degree” program. 2) Doesn’t have a teaching license after 18 years. 3) Never completed teaching certification.
Informal training: 1) I really didn’t do anything - teachers expressing a natural form of learning that creates the illusion of ease, even when recognizing effectiveness. 2) Clear outlooks, and frameworks that acknowledge they are not central in student learning. (JMc “students have much going on outside class” Couple things... One notice how there is the implication of a “Changing of direction” a relearning trad PD. Second notice that this REQUIRED reflection on practice as a core skill.
1) Lifetime learning mentality. Old Gems. 2) Learning with students, shows willingness to ‘not know’, models inquiry methods, shows students dispositions 3) Seeing the error in own practices... and laughing. 4) Comfort level with learning as a robust engagement, not standardized product. Seriously.
Traditional sources of development for teachers are not, in the case of these few innovative practitioners, NOT the source of advancing skill towards the sorts of practices we want to see. Informal sources of PD are filling gaps. THESE claims are not to be made from such a small set. However, they were so similar, I believe I’ll find the same is true no matter how large the set. WHY? Because the traditional PD doesn’t address, 21st century practice, alt forms are needed.
GREEN - The field has a significant body of research here. BLUE - the work of GLS educators that still want to see 21st tools used to scale.
ONE EXAMPLE: 1) Wiggins and McTighe’s Understanding by design. 2) JMc “I started... playing with sort of on the fly simulations on pen and paper and things like that to try and get students more engaged”.
Story of Oregon Schools (New tech!... if you take this course... with project based model). Traditional programs are setting us back. On site OBERSVATIONS, collection, case studies, and qualitative research.
![“I Really Didn’t Do Anything” ,[object Object],[object Object]](https://image.slidesharecdn.com/20116gls21ctp-110914092735-phpapp01/85/I-Really-Didn-t-Do-Anything-Seann-Dikkers-1-320.jpg)
