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Showing posts with label 威廉希尔体育app滚球. Show all posts
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Tuesday,June 08,2010

The Flat Classroom: Mobile and Ubiquitous



Am reprinting and article that Julie and I wrote to help those who may not really know what Flat Classroom is know a little more.  Our conference registration is opening up this week forBeijing 2011and we're so excited!
The Flat Classroom™: Mobile and Ubiquitous
Article for AALF newsletter,April 2010
Written by Julie Lindsay and Vicki William Hill足球投注Davis
(cross-posted with theAALF article online)

"Imagine the possibilities if we brought students together from different areas of the world for a summit that challenged them to break through cultural misunderstandings,that challenged them to envision solutions for a better world",said co-founder Julie Lindsay,then Head of E-Learning at Qatar Academy.
"If virtual connections via global projects can promote enhanced understanding and a world view,think what a face-to-face opportunity might bring".
With this aim,the first Flat Classroom live event in Qatar saw students coming to the Middle East from geographically diverse locations.Students of different nationalities,from varying socio-economic groups and diverse school systems came to find out how to flatten their learning through cultural exchange and the use of emerging technologies.

In the words ofEdgar from Ethiopia,"It's about connecting,about bridging,about different communities.Learning is not always about 1+1,learning about different cultures and the world as a whole is really important,and it helps to make the world more of a global village".Within one hour of the first student workshop,laptops had been distributed,essential Web 2.0 tools explored and,with the help of a building-wide,robust wireless network at Qatar Academy,a backchannel opened to connect those face-to-face with each other as well as with those participating virtually.Conversation was prolific as students chatted for real and online about the challenges they were being asked to take on while virtual participants contributed ideas,resources and support.At that point in time we realised the power of social learning,of allowing learners access to tools to support exploration,connections and collaboration that lead to creations that make a difference to the world as we know it.

"We don't all ride camels,you know."
"We don't all act like that comedian Jeff Foxworthy says - we're not all red-necks in South Georgia."
I smiled as I saw the two students instant messaging as they worked on the Flat Classroom™ project.  "For some reason,students have a hunger and a desire to blast through stereotypes and it is often their first order of business before getting down to some very intense learning," says co-founder Vicki William Hill足球投注Davis of this incident.

This is exactly what Flat Classroom projects are about.  As we've hosted almost twenty projects and three face to face events,students are telling us that they've used social media to improve their social lives and now they are ready to improve their academic lives.  Learning is becoming mobile and ubiquitous (everywhere) for these students.A new pedagogy is evolving that incorporates true global collaboration where students are partners with those in other classrooms.  Rigorous technological abilities are coupled with digital citizenship,and a challenge-based interdisciplinary learning environment.

TheFlat Classroom™ Projectis a global collaborative project that joins together middle and senior high school students.This project is part of the emerging trend in internationally-aware schools to embrace a holistic and constructivist educational approach to work collaboratively with others around the world in order to create students who are competitive and globally-minded.项目共同创立了Vicki William Hill足球投注Davis(Westwood Schools,USA) andJulie Lindsay(Beijing (BISS) International School,China) in2006when Julie (then in Bangladesh) and Vicki joined their classrooms together for the first time to study and emulate the emerging flattened learning environment.TheFlat Classroom Project 2006is featured in Chapter 13
(pages 501-503) ,'If it's not happening it's because you're not doing it',of the 2007 edition of Thomas Friedman's book,The World is Flat' upon which it was based.

One of the main goals of the project is to 'flatten' or lower the classroom walls so that instead of each class working isolated and alone,2 or more classes are joined virtually to become one large classroom.This is done through the Internet using Web 2.0 tools such as Wikispaces and Ning.The Project uses Web 2.0 tools to make communication and interaction between students,老师,expert advisers,class sounding boards and other participants easier.The topics studied and discussed are real-world scenarios based on 'The World is Flat' by Thomas Friedman.


Embedding social learning into the mainstream curriculum: the pedagogy of the Flat Classroom

The use of social networking technologies is pedagogically relevant.Combined with an holistic and multicultural approach the walls of a classroom can be broken down.Our experience with the Flat Classroom Project has reinforced the approach that learning takes place in many different ways,times and places.  It also shows us that the research that emphasizes the effectiveness of cooperative learning,genuine 威廉希尔体育app滚球assessment,and project-based learning can occur when students are literally on opposite sides of the globe.  The benefits of such a project are far-reaching.Social learning theory and research has shown us that sociability of online learning combined with interaction can help promote understanding.
Our highly connected world gives educators the global imperative to connect our people.Flat Classroom™ Projects have the power to produce world-class students with a world view,based on understanding,and not misinformed bias from the media.It will require many hard-working,well informed,ethical,diligent teachers and visionary administrators to give them the framework to operate.

Elements of the project include:
  • deeper understanding of the effects of technology on our world that leads students to not only study but actually experience the ‘flatteners'
  • students are grouped with global partners to explain trends,give personal viewpoints and create a video containing an outsourced video segment from their global partners.
  • use of an educational networking platform (eg Ning),blogging,posting photos,videos etc and and a collaborative environment (eg wiki),to connect,collaborate and create
  • 威廉希尔体育app滚球assessment based on a common criterion based rubric
  • real-life flavours of deadlines,accountability and interdependence
  • completed personal videos which are then judged by global educators
  • a concluding student summit,using a virtual classroom (eg Elluminate),to share and reflect
Further projectshave developed since the original Flat Classroom Project in 2006.These include Digiteen (digital citizenship focus for Middle School),NetGen Education Project (in conjunction with Don Tapscott,and uses the Eight NetGen Norms from his book 'Grown Up Digital',in conjunction with the most recent Horizon Report on emerging technologies);and Eracism,(our newest project,developed as a result of the winning student pitch and video at the Flat Classroom Conference in Qatar,2009),piloted as a global debate between lower Middle School classrooms.

Flat Classroom Conference and Events
In addition to a series of regularly offered global projects (some are now offered 3 times per year),Flat Classroom co-founders now also run workshops and a biennial conference.  The aim of getting together in the one place is to fully extend and foster connections and collaborations that will ultimately improve classroom practice and pedagogical approach using technology as part of a global flat classroom.

The firstFlat Classroom Conferenceheld in Doha,Qatar January 2009,changed lives and cast a vision for the future of education.  Students,educators and leaders came from over 20 countries to learn how to flatten the classroom walls using emerging technologies.  Students were immersed in a challenge-based project that asked them to go beyond their comfort zones by working with team members from different cultures.Through an envisioning process teams created ideas on how to join classrooms together and improve understanding globally.These ideas were pitched to educators for feedback,then refined into a final presentation put up to an international vote.The top 3 teams then spent time developing their idea further and using multimedia to do a final pitch.It was through this process that the idea for Eracism was born,and became a reality as a global project 6 months later.

Since then Flat Classroom Workshops have been held inHong KongandMumbai.These have included student and educator teams,working on ideas such as the 'digital divide' and 'opening up education' and challenging themselves to devise exciting ways to improve opportunities for learning globally.

In February 2011 theFlat Classroom Conferencewill be held in Beijing,China.The conference will provide opportunities for leaders in education,classroom teachers (pre-service and in-service) and administrators as well as students to learn with and from each other in a 'flat classroom' model.It is envisaged the workshop / conference experience will culminate in actions that are then shared around the world and sustained by continued projects based on community and curriculum needs.  Laptops and other mobile devices,in conjunction with access to wireless connectivity,as standard requirements for these live events,provide access to virtual and global participants as well.This virtual participation piece in addition to the live 'face-to-face' events includes interaction with,and in fact immersion into teams and development of ideas,and is a unique 'flattening' model in itself.Not only are sessions video streamed out to the world,but a ubiquitous backchannel,along with Skype,and Elluminate virtual classrooms provide immediate and purposeful connections between workshop participants.Cemented by the use of wiki technology for collaborative authoring,and essential multimedia tools for video sharing,participants brain-storm,research,collaborate,create and evaluate alongside their 'real' members just as well as alongside their 'virtual' team members.

Flat Classroom Projects and events are transforming learning through global collaboration and building the bridges that tomorrow's society will walk across.Is there a global collaboration in your future?

Flat Classroom co-founders,Julie Lindsay and Vicki William Hill足球投注Davis have been featured in various media for their flat classroom set of projects,including Thomas Friedman's,The World is Flat,Don Tapscott's Book,Grown Up Digital,Curtis Bonk's Book The World is Open,Suzie Boss and Jayne Krauss' Reinventing Project Based Learning,Lawrence Peters' Global Education,and media outlets such as the Wall Street Journal,and the Boston Globe.They also write often for a global audience via their blogs and educational networks.
Julie Lindsay,E-Learning Coordinator,Beijing (BISS) International School
http://123elearning.blogspot.com
Vicki William Hill足球投注Davis,Director of Technology,Westwood Schools,Camilla,Georgia,USA
//www.gagglo.com

Resources

More information about Flat Classroom Projects can be found athttp://flatclassroomproject.org
We invite educators to join our Flat Classrooms educational network and find global classrooms to interact withhttp://flatclassrooms.ning.com
Our Flat Classroom Conference and events website is athttp://flatclassroomconference.comCome and join us in Beijing,February 2011!
Follow us on Twitter:http://twitter.com/flatclassroom
Email us atflatclassroomproject@gmail.com

Monday,April 26,2010

Would you Be Willing to help Judge @NetGenEd ?



Hi everyone!It is that time again.  If you want to understand more about Flat Classroom projects and the video 威廉希尔体育app滚球assessment portion,now is your time.In fact,many have volunteered their time as a judge and gone on to start their own projects.  So,we're issuing an open invitation to educators and those involved in the technology field to spend 1 - 2 hours judging the NetGenEd videos.  Each video is pre-screened by two people and sent up for 2nd level judging and then to our final meta judge to determine the best of the project!We've got some great videos planned and would love to see some new faces.

Here is the note from my good friend,Julie Lindsay,who is the organizer for the judges for this project!Please join us!

We have many classrooms around the world busily collaborating and creating their final multimedia piece to submit for judging.  The deadline for submission of multimedia for the internal judging processes as well as the global competition organised by Don Tapscott is May 10.

There are two types of awardsfor this project: Video Challenge Awards and NetGenEd Awards.The Video Challenge awards are given by Don Tapscott's office and are not related to the rubric that we have created for the NetGenEd project.The NetGenEd project awards are based upon our grading rubric for the project.Just because a student receives an award for the NetGenEd project does not mean they have won a Video Challenge Award and vice versa.

If you are still able to judge for us starting May 11 for about one week we now ask that you do the following:
  1. Read material on the judges wiki athttp://netgened2010.flatclassroomproject.org/Judges
  2. Follow these instructions:

How do I sign up to judge?


  1. Click "Join this Space" in the top left corner ofthis page.
  2. As you put in your information,make sure that you complete the comment box with your name,的位置,and the topic that you would like to join.(This will send us your e-mail address and all information submitted is private.)
  3. Wait for approval - you will receive an e-mail noting your approval.
  4. If you are already a member of this wiki,continue with the following points.
  5. Join theNetGenEd Judges Group on the Ningto get announcements and updates.
  6. Return to this page.
  7. Add your information to the topic of your choice below (first to wiki it gets it!include a hyperlink to your bio).你可以添加你的名字不止一次。
  8. Be available to review/judge videos from May 11 for about one week.(Will take 1-2  hours at most.)
IN ADDITION: There will be a Judges meeting held in the first week of May.Watch out for an online meeting invitation and respond with your availability.

Please circulate this in your circles!  We'd appreciate it so very much!

Monday,February 15,2010

What Do Students Know?



In the PhysOrg.comarticle What Do Students Know?it basically underlines the fear that many have about the way that we are testing.  Granted,this is a niche area,(astrophysics) but we're teaching the names of planets and basic items,and yet students (and their teachers) have the following misconceptions:
  • They think there is no gravity in space.
  • They think that space telescopes are put in space to get them "closer."
  • The don't know that the sun is a star.
  • They think that there are stars closer than Pluto besides the sun.
Other findings:

"The SAO researchers studied how these apparently seductive misconceptions could distract students away from choosing the correct answer in multiple-choice tests.They argue that such "distractors" should be included in evaluation tests but note that most often are not,and therefore that results from tests designed to measure student understanding are misleading,and that evaluation of the pedagogy is therefore inadequate.The team also found that teachers across the board overestimate their students' understanding of basic ideas,in part because of emphasizing detailed memorization over basic conceptual understanding as probed by misconceptions."


I went down each of these misconceptions and asked my eighth grade daughter.  Whew!She passed.I find it in interesting that we only standardize test at our school ONCE A YEAR.That is right.The curriculum director keeps up with where everyone is and what they are learning.So many teachers say that the best time of the year for REALLY teaching is when standardized testing is over.

"Then I can teach what is really important," Said a friend to me lately.

Another friend was saddened by a boy that was dropping out on his sixteenth birthday.

"You can't teach me anything I need to know for the real world," he told her.

And she agreed with me privately.  She said that she knew he said he was dropping out and since she did math,she wanted to teach him to balance his checkbook and things that would help him function - instead she had to focus on the test he had to take before he left and he sat in the chair in a faceoff refusing to write a thing.

I believe in academic rigor.I believe in excellence.But I also believe in doing right by the generation that is coming.  My heart ached as I read the biography of John Newton,former slave trader turned minister and writer and author of the hymn " Amazing Grace." Despite the fact that he had memorized pages of amazing literature and learning and could do incredible math in his head,when Newton's mother died and he was transferred to a boarding school,it was said:

"His first teacher there was a sadistic wielder of the cane.'His imprudent severity almost broke my spirit and my relish for books....I forgot the first principles and rules of arithmetic which my mother taught me,' recalled Newton.However,his second teacher noticed that the boy had considerable ability.netwon came top of his class in Latin,which in that year's syllabus required studies of Virgil and Tully." (Kindle 5811 John Newton: From Disgrace to Amazing Grace)

Sometimes classroom control is mistaken for a positive learning environment.  And sometimes chaos is misdiagnosed as a lax classroom.There are times my classroom looks like a complete and utter theater of the absurd.When we are shooting film,when we're doing group brainstorming,when we're having team meetings.  Often when Coach Ross comes into my room to observe,I feel like I have to apologize.  But,he knows me and he just listens in and can see what we're doing.  (As I tell my students,EVERYTHING has a purpose in my room,EVERYTHING.)

In the state of Georgia,they have found evidenceto up to a 20% tamper rate on state standardized tests.  When the news came out,I was at the bank and overhead some people talking:

"We know that school is an awful school - the test scores don't line up with what we know."

So,the question isn't just what do students know?  It is "What do you know?" When I read the book Freakonomics and the statistician proved the statistical likelihood that most teachers who have outstanding results CHEAT,I was disgusted.

Testing has a value - but also observation.  A well written 3 page lesson plan is not proof that the teacher is doing ANYTHING.In fact,every scrap of paper generated by teachers should be analyzed to see how it is used.From my own experience,I had a headmaster who I had to write ornate,well documented lesson plans.I spent at least 2 hours a day on the lesson plans and they were beautiful!Too bad that it took a lot of time away from planning.  When my administration changed we were told -- No formal lesson plans for us - but you should have your notes and your lesson plans FOR YOURSELF.Spend your time planning for TEACHING and we'll be in there to see what you're doing.  We'll be in there a lot.

That,my friends was when I started using wikis with my students (Dec 2005) and the following year was when Flat Classroom was born.(Oct 2006) In fact,I could argue that if I had to continue writing lesson plans in that detail that you would never have heard of William Hill足球投注Cool Cat Teacher and Flat Classroom - they would have been buried in the useless practicum of writing a lesson plan that NO ONE EVER READ!

I would actually hypothesize that there could be an inverse relationship between teaching excellence and the amount of paperwork required by teachers to document what they are doing.

I've been thinking back on the movie Avatar and the log files that they created.  You learn so much about the character by how he looks as he records those log files.If I were in administration,I'd much rather have a 2 minute video log where the teacher talked about what they are covering and their major issues and appended to the log a random clip from their classroom that day.I'd like to have a word cloud made out of discipline records and open ended teacher comments - that would show me my major discipline issues and contexts on one page and a lot about the problems a teacher is having in the classroom.  With only 20% of communications being verbal,requiring that feedback to the "front office" be in only written form,we're only getting 20% of the picture,I would think.  It is time for reflection and feedback and communications to evolve to the multiple modalities we are trying to put in the classroom.

Additionally,I love how 8D world is one of the most popular educational sites in Chinafor teaching kids to speak English and it uses a microphone and verbal speaking to allow advancement in levels.  This game isn't even being used in schools but has evolved online and parents pay for it.  (They are planning to go to Korean,Spanish,Portuguese,and Russian soon.)

This is an alternative method of feedback.  So,how do we "test" languages?  I can tell you that I can read Spanish very well but orally - I cannot speak it nor can I understand it.  What good did 2 years of Spanish do for me?My tests were all written.My 威廉希尔体育app滚球assessment was all written.  You get what you measure.

Until we take a hard look at what we're measuring and if that is what we really want,we're going to continue to get students who don't know that the Sun is a star and think that there is no gravity in space.

If the test is broken,who fixes that?

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Tuesday,January 26,2010

Wikis: The Graphene of Information



Front of Scotch Tape packaging circa 1994 Image viaWikipedia
Graphene: The Game Changer for Electronics
Grapheneis a 2-d form of graphite and was only first discovered in 2004

"when physicists from the University of Manchester and Institute for Microelectronics Technology in Chernogolovka Russia found a way to isolate individual graphen planes by peeling them off from graphite with Scotch tape." (definition quoted from Wikipediasee original paper at Electronic Fields in Atomically Thin Carbon Films.)

Does anyone else find this horribly interesting?  According to PhysOrg.com,the five years since this discovery have been lightning fast:

"Graphene has the potential to enable terahertz computing,at processorspeeds 100 to 1,000 times faster than .For a material that was first isolated only five years ago, is getting off to a fast start."

So,what started as some scientists using Scotch Tape and Graphite in the UK and Russia is now turning heads all over the world as we look at processing speeds that we simply cannot comprehend.

That,my friends,is a perfect analogy for the process of change.

I would like to argue that we are also sitting on some of the greatest innovations in education,however,unlike graphene,we've not done a very good job at recognizing it.

Wikis: The Graphene of Information
For the first time in history,we can do group project-based work with INDIVIDUAL accountability and INDIVIDUAL grading.  No more "A student does all the work and F students throws pencils at the ceiling while getting an A for being on the right person's team" kind of stuff.  This tool named from the founder taking a shuttle in a Hawaiian airport ("wiki wiki" means quickly in Hawaiian) has unrecognized potential.

But this is what is sad.Most wikis aren't collaborative.  They just aren't.  Teacher posts and shares.  Students post on "their page."

When Justin Reich,a leading researcher in this field,came to Camilla,he and my students and I all discussed this at length.  Most people don't "get" collaborative.Because truly,I'd isolate the life cycle of a wiki something like this:

Life Cycle of Effective Wiki Editing

1) Content Generation
Putting things on the page.  You have to write something to have something to edit.Additionally,

2) Contextualization
Truly,如果我的学生都做得很好,they will contextualizeAS they write.This means to hyperlink IN CONTEXT.  None of this: For more on this click herekind of nonsense that drives ME NUTS.

If you state it,prove it.  If you cite it,link it.  If it is something a fifth grader wouldn't understand,link it to a definition.  These are the things I teach and emphasize.

3) Concise-ification (aka Editing) and Collaboration
When students are asked to add to a page,that is what they do: they add to a page.  They don't edit.  They,in some ways,are afraid to touch the sanctity of another student's words,even if they are WRONG.They'd rather restate than rephrase.  They'd rather be disjointed than cohesive.  This,simply must stop.

This is where some of the most powerful teaching happens.  They must learn to do this and do this well so that they can become effective editors and contributors to the massive group-edited tomes that are in the future of mankind.This kind of editing cannot be taught on paper.Additionally,the "techno-personal" skills required to communicate and let this happen without the wiki-war that you do not want to happen is a skill.Leaving messages on the discussion tab,soothing hurt feelings,overcoming language barriers.  Again,these are things that cannot be taught.

Additionally,there is the coordination of understanding what is missing and organizing who will "attack" those portions.  This is also something that needs to be coached.  Someone has to step up to leadership and I always tell every student I teach that they must "own" the leadership and expect others will too.This doesn't mean dogmatic,autocratic dictation but it does mean,putting your suggestions out there and NEVER waiting for another person to handle something.


4) Maintenance and/or Rebirth
Now,for long standing wikis,they will often go through this process being reborn and re-hashed out all of the time.And to be a good wiki,it takes editors to watch and be a part of that.  Often,in schools we archive these projects and start over again from scratch so that we can see the process happen again,while using the best practices of wikis that have been used and created before.  To take a student into editing the work of another means that I'm intentionally ignoring phase 1 and indeed sometimes I want to do that.

However,as with our Flat Classroom projects,we want to do the entire process and push towards collaboration on the wikis.This is tough,it is a challenge and it is hard to do.  Students tend to want to edit for 5 minutes and then quit and hand it off to another student and "wait" for them to "do their part."

This is not sychronous project work and we have to get it through their heads.I tell my students I expect 50 minutes of heavy work,content generation,and editing and that "wait" cannot be in their vocabulary as they may try to shift to some sort of mindless Internet surf.

We've got to move to collaborative and as far as I have seen many wikis,we are falling sadly short of this into some sort of pseudo easy way to publish a website sort of thing.  That is sort of like using a Lamborghini to go mud bogging - falling short of the potential for what it really could do and the intent of the vehicle.

Some innovations in Wiki 威廉希尔体育app滚球Assessment Needed
Perhaps the biggest complaint I hear from teachers are the 威廉希尔体育app滚球assessment and monitoring tools.  If they don't use an RSS reader,it is tough (the NOtify me tabs from wikispaces help) and truthfully a lot could be done to give teachers an "威廉希尔体育app滚球assessment console" for their wiki -- assimilating the types of edits,quality of edits,kinds of edits that were made to help teachers isolate what is happening on the wiki.  You cannot ever assess just on edits because they will just do the "add the comma,take it away 20 times trick" and trust me,I've seen some pretty good ones.

Thus far,this isn't something that interests wiki vendors and is something we truly need to help mainstream teachers be able to assess more easily and fairly.

I'm not saying that there aren't a ton of TRULY collaborative example,however,don't judge a wiki until you look at the collaborative portions of a wiki (not every page is designed to be collaborative) and hit the edits tab - you'll see very quickly if there is truly collaboration or just wiki-dressing happening.

Not all that glitters is gold and not all that is wiki-pretty is actually collaborative work by a group of students.

Bottom Line: We need to recognize the potential of wikis in our society and schools (read Wikinomics if you don't agree) and also realize that what we're doing now probably doesn't measure up any more than the original graphite on the Scotch tape allowed anything cool to happen in that form.  This is the birth of a tool,and right now,the baby isn't even walking yet.


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Thursday,October 01,2009

FCP Volunteers Needed: Judges,Expert Advisors,Debate Coaches,Innovators



We are all so busy.  Perhaps that is why I'm moved to tears when I see all the volunteers that engage to make all of the Flat Classroom TMprojects such an amazing experience.  We've worked hard (and spent our own money) to keep Flat Classroom TMprojects free and appreciate Elluminate providing administrative support to keep this project going.

IT has truly been a grassroots effort of educators - must like the open source movement that made the Apache web server possible,we are seeing an open education movement harnessing the power of our engagement and work and truly it is an honor to work with you as we see this happen.  You are an honor to work with.

Right now,we have several things that we could use your support with.  And remember,your support is your time,but it is also the VERY VALUABLE feedback you provide on the weaknesses,improvements,and things that you think could be done better or differently.  Here is an overview and where to go for more information.And thank you so much to educators like Eric Brunsell and Lee Zeitz who have put volunteering in these projects as part of their preservice teacher curriculum.We invite professors to bring in their students and we have worked hard to skype with all of the classes personally that have taken this bold step to become part of what they are studying.

Here are the current needs - jump in where you wish:

Volunteer Opportunities for Flat ClassroomtmProjects



1) Flat Classroom Project Expert Advisors:

What they do?Provide feedback at least twice during the 3 week editing period for the Flat Classroom project.This will occur during the first three weeks of October and should take 1-2 hours total (although we often have advisors who spend more time than that.)

How many we need:We need AT LEAST 22!


Where I may I find more information and join? http://flatclassroom09-3.flatclassroomproject.org/Expert+Advisors

Direct Link to Sign Up Form:( same as judging form) http://spreadsheets.google.com/viewform?hl=en&formkey=dHpHcTUtNzQzSUYyT3Y1dnhqckxmclE6MA..

Anything else I should know?You CAN be an expert advisor and a judge.If you do this,you will be assigned to judge a different group than you advised to prevent bias!

2) Flat Classroom Project Judges

What do they do?They judge videos submitted to the Flat Classroom project according to the video grading rubric and provide feedback to project organizers designed to help us understand if students are using higher order thinking in this project,have an adequate understanding of trends in technology,and to improve the project to encourage deeper learning and use of 21st Century skills.  This will begin the last Sunday in November and through the first week in December.  Each judge has 5-6 videos and it takes approximately 1 hour.You complete the survey on your top three videos.


How many do we need?We estimate we have 60 judging slots to fill.

Where can I find more information and join? http://flatclassroom09-3.flatclassroomproject.org/Judges

Direct Link to Sign Up Form:( same as expert advisor form) http://spreadsheets.google.com/viewform?hl=en&formkey=dHpHcTUtNzQzSUYyT3Y1dnhqckxmclE6MA..

Anything else I should know?If you have already judged in a project,you may sign up to be a lead judge (just put your name on the "lead judge" slot on a wiki.)  You may be a lead judge in one of the 11 main trends (lead judges select the top three in their strand based upon scores from other judges,this is done the first and second week of December.)  You may sign up for more than one judging slot if you have the time.

3) Eracism Debate Coaches

What do they do?We are assembling information on debate and to use to coach the teachers and students and need an advisory board of coaches who are willing to lend their expertise.People who help are founding members of the project.

How many do we need?We don't have an established number.This is a pilot project so you would be a founding member of the project.


Where can I find more information and join?http://www.eracismproject.org

Direct Link to Sign Up Form: (This is the same form for debate coaches,judges and pilot classrooms.) http://spreadsheets.google.com/viewform?formkey=dDlLSWdnWFNVc0ZaRGh6N3ZLdEtqcWc6MA..

Anything else I should know?This project is the first project invented by students that has been implemented.We are looking for bright minds who want to innovate and help shape how asynchronous debates should look that are of a global nature.

4) Eracism judges - Pilot project


What do they do?Use the scoring list to leave voicethread messages on our private debates to provide feedback for the students and determine the winner of the debate so that winners will advance to the next round.  Lead judges for each thread will also be responsible for making sure all of the guidelines are followed for that thread. This should take approximately 1 hour a week (unless you are more engaged or take a leadership role) during the month of November.  You will be an invited guest to the in-world synchronous debate in December.


How many do we need? We would like to have at least 20 judges ,depending upon student response.


Where can I find more information and join? http://www.eracismproject.org

Direct Link to Sign Up Form: (This is the same form for debate coaches,judges and pilot classrooms.) http://spreadsheets.google.com/viewform?formkey=dDlLSWdnWFNVc0ZaRGh6N3ZLdEtqcWc6MA..



Anything else I should know?This project is the first project invented by students that has been implemented.We are looking for bright minds who want to innovate and help shape how asynchronous debates should look that are of a global nature.We will be needing judges to help us refine the rubrics and innovate.  We're looking for people to help us innovate and be founding members of this project.

5 - Eracism Project Pilot Classrooms



What do they do?Each school has 2 debate teams (of 2 students each) and the other students are researchers.Most classrooms will have an in class competition to determine their teams.  Students will debate with other classrooms around the world and the final winners will debate live in a virtual world the first week of December.Students eliminated in early rounds will provide peer feedback on the private threads.This is targeted to middle school (grades 6-8) Classrooms participating will be pilot classrooms.


How many do we need? The pilot project will only take 16 schools (32 teams) although this may change with future schools.


Where can I find more information and join? http://www.eracismproject.org

Direct Link to Sign Up Form: (This is the same form for debate coaches,judges and pilot classrooms.) http://spreadsheets.google.com/viewform?formkey=dDlLSWdnWFNVc0ZaRGh6N3ZLdEtqcWc6MA..



Anything else I should know?This project is the first project invented by students that has been implemented.We are looking for bright minds who want to innovate and help shape how asynchronous debates should look that are of a global nature.We will be working extensively to refine methodologies of asynchronous debate based upon student,teacher,coach,and judge feedback to share an asychronous debate methodology that will allow us to engage freely with other classrooms.


6 - Upcoming Elementary Science Project Being Planned for January
We are still working on this project,and I cannot release all of the details yet - however,what will occur in this project will be some very cool interactions with scientists on energy,sustainability,and ecologically friendly home designs with a very authentic output - the construction of an actual house applying these principles.  It is targeted to work with elementary students and right now we only need advisory board members who are willing to help us work through the exciting opportunities.It will be international.If you're interested,email me and I'll schedule an elluminate to bring everyone up to speed and see if you're still interested and where our expertise lies.


How to volunteer?Email digiteen@gmail.comwhich will go directly to me.



How is Flat Classroom growing?


Flat Classroom TMis what it is because of the grassroots,viral effort of teachers and educators around the world to push towards an open model that promotes excellence in learning while harnessing the tools such as authentic 威廉希尔体育app滚球assessment,project based learning,and differentiated instruction AND pushing students to collaborate as INDIVIDUALS on a global basis (as Friedman says,we are in Globalization 3.0 - the globalization of the individual) while pushing them to use technology skills that require resourcefulness and innovation  AND authentic research on topics that are emerging and changing as they are being studied.

We have recently been empowered by Elluminate who has long been a supporter of what we do,but now is helping us by providing administrative support through the efforts of amazing educator Kim Caise (whose 20 years in elementary and national board certification are coming in as amazing assets for our newest project for January.)  We appreciate that Elluminate sees the vision of what we're trying to do with Flat Classroom Projects and how we are pushing to allow teachers to be limited only by their own engagement and not by the budgets at their schools which often will only fund traditional efforts and not global engagement.

It takes this kind of effort (and we are NOT the only ones doing this - it is happening everywhere) to make things happen.

Also,I'd like it to be said that there are a LOT of amazing organizations out there empowering global collaboration.  We are part of an incredible effort of educators around the world to connect and many of you are being the teacherpreneur and doing this on your own.  What we simply want to do is to push the envelope and share with you what we learn.  Linking with the best teachers and experts around the world enables us to push the envelope and innovate at a rapid pace and we sort of see ourselves as an R&D factory for Open Education and are continually looking for help with making this vision happen.  We often get pushed to leave the classroom and take the speaking circuit or even have been offered to be "bought" by companies who see the value in what we're doing.  However,this is not what we want - although a book deal is definitely in the works,we have funded all of this from our own pockets (which has been a challenge and we appreciate the sacrifice of our families.)

And yet,we are part of something bigger that is happening.  We welcome you to join us and help us and teach us and inspire us.

I'll leave you with a favorite new saying of mine:

We shall not think we have arrived,lest we forget how far we have to go.
We shall not think we have too far to go,lest we forget how far we've come.

Anything you can do to help is appreciated.

Wednesday,June 17,2009

PreK Secret to Success: Give me relationship



"Ugh...give me ball," the cromagnon man with waist length black hair,partial toga,and a big big red plastic baseball bat said at the door of my classroom.  Then he walked away.

It took a moment.  First,I had to figure out who it was - he was so DIFFERENT.  Who was he?  Then,it dawned on me.  It was the senior's last week this week and it was one of them,I'll call him c-man.

When C-man was in 10th grade,he was part of the first Flat Classroom classand we were in on a Saturday.  The learning curve for all of us was HUGE and we were pushing Windows Movie Makerto the max (we've since moved to Pinnacle Studio Ultimate Version 12 .)  Some of the kids were tossing a hand sized yellow nerf and he was tired and ready to go home - he looked at them and said,"Give me ball."  It came out jilted and monotone like a caveman,probably because he was so unbelievably tired.

Well,it struck me as funny.It sounded like a caveman and so,I like to give nicknames,and called him "caveman" and laughed and laughed along with the kids.Later,he said,"I don't like the nickname..." and so,I had dropped it.Every once in a while,we joked about "give me ball" but that was that.

Cman was about to graduate and it was coming full circle.He was getting the "last laugh." It was his way of saying "bye."  Once it dawned on me,like a dawn in a rainstorm -- really really slowly - I started laughing.  My ninth graders didn't have a clue - all they knew was that Mrs.William Hill足球投注Davis was in tears.  Cman had pulled it right back on me.

After I told them,they laughed - but they know.  They know this...that part of what happens in my classroom is this intense learning but another part of what comes through intense learning is also a relationship.  I love my students...at least once a day there is at least once incident of hilarious,sidesplitting laughter,doubled over laughter - often involving tears.(Like another oneI wrote about recently.)  It is just part of being in my classroom.

Research Says Relationship is Key to PreK Program
Well,today as I was reading a great book The Obama Education Plan: An Education Week Guide (a book I highly recommend for ALL educators public or private - US or not as really it is mostly reprinted research studies relating to the plan - items related to the Obama plan but not part of it.)The beginning chapters focus on what the research says about effective Pre-K programs. (Did you know preschool programs have the highest return on investment with a humongous $6.02 for every $1 spent compared to $2.47 for small classes and $3.07 for Wic,and nothing for full care kindergarten?- page 9.)

In the article "Teacher-Pupil Link Crucial to Pre-K Success," by Linda Jackson from May 21,2008,she says:

“…academic and language skills were stronger when children received greater instructional support,such as feedback on their ideas and encouragement to think in more complex ways.  And children's social skills were more advanced when teachers showed more positive emotions and were sensitive to children's needs." (p13)

The whole article is fascinating as it points out that

"the quality of the relationship between preschool teachers and their pupils might be more imprtant to children's learning than such factors as class size and teacher credentials,a new study suggests." (p13)
This study was from the National Institute for Early Education Researchbased at Rutgers University.So,how did they measure relationship?  Well,the study looked at 9 minimum standards of quality from organizations such as National Association for Education of Young Children(note that professional development and state monitoring were NOT included.)  It also looked at the classroom environment and student/teacher relationship using an instrument from Robert C.Pianta,dean of education at the University of Virginia.  (This was in the May/June issue of Child Development.)  This rating system is called CLASS,the Classroom 威廉希尔体育app滚球Assessment Scoring systemwhich looks at: instructional support,emotional climate,and classroom organization.

So,in summation the article makes two points:
  • instructional and emotional support raises achievement among at risk students
  • When "teachers are warm,sensitive,and positive,the children performed at levels almost identical to those of children without a history of behavior problems."
As a teacher,particularly one who loves my students (and admits it although the climate in education is not to express such things),this student/ teacher relationship question of mine has always been a question.  When students transfer in to school,I like to get an idea of what they have learned and how they've done.  There are some great other technology teachers in the area,and so I always ask students "who was your teacher?"

Invariably,students who transfer in from other schools will tell me things like: "I don't remember their names."  The first time this happened,I was so shocked and said:

"You don't remember the name of any of your teachers?Just one?"

The answer:

"They don't know mine...I don't know theirs!"

You know,because of the few (usually novice) teachers who decide to jump in bed with a student - many schools don't allow their teachers to touch students or see them outside of school (unless they run into each other at church.)  Now,I don't hang out with my students - I do see them at church and if they have a death in the family - you'd better believe I'm going to be their hugging their neck at their house or the funeral home.

An important element of teaching is relationship.  They know that I will push them to know more and be more and I will also brag on them because I truly believe they are the best -- I don't have to fake it - I believe it.

It is so hard for research studies to isolate the effect of technology because it is so unbelievably hard to isolate for the effect of the teacher.Often,technology may actually improve a classroom due to the research study because of the feeling of the classroom and teacher because they have been paid attention to -- they are important.  Attitude,emotion,relationship -- these are things that are important in teaching.

Perhaps this is why often (not always but often) teachers who use these tools like facebook,cell phone texting,and the like are able to relate to their students so much better - they have a common ground on which to relate.  They understand each other.

Now,no research study would ever include whether a teacher gives nicknames or a student comes dressed as a cromagnon man to a teacher's door just to "have the last laugh," but I hope you can appreciate that I open up with that ridiculous story to make a point about the importance of having a relationship with your students.

When I see research such as this,it just resonates what so many good teachers know.

The Learning Lunch
You can take a supersmart person who hates kids and they will have the students "eating their lunch."  But you can take a semismart person who loves kids and has a foundation of knowledge and it is the students who will be "eating out of their hand."  It is about how they relate to students as to who gets served.

It isn't about being friends of the students or "hanging out."  One time I had a student who said to me,"We'd think you were cooler if you gave us at least one day off" and I quipped,"I'm not here to be cool,I'm here to change your life."  But if amidst the pushing and hard work,we can smile and laugh as we work together - then it gives me a rich,deep experience with these kids that truly makes me miss them -- even in the summer.

I love these students.  I also love helping other teachers see how to reach their students safely and effectively and to do it when you don't have a lot of money to support your program.  In some ways,I'm a total bundle of nerves about NECC coming up -- Gosh,I want to do a good job and everyone there is soooo amazing,it makes me feel sort of daunted by it.  But I'm working hard and hope also to foster the relationships with many of you who will attend virtually or in person.

Much of teaching is about relationship - if they know you care,they'll listen.If you know I care,maybe I can help you and I hope you'll take the time to teach me too.

So,picture your student,caveman hair to their waist with a textbook in hand standing at your door -- if you can...this is what they'd say:

"Give me relationship."

And if you listen -- you'll be halfway there.

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Monday,March 23,2009

So if Teachers Wont "Read It" What are We doing with Kids!



Over on the Left Lane Ends,where Jerram Froeseblogs,I was struck by this statement:

"We're doing some great curriculum work with McRelover the course of this year and today's focus is on developing a good unit overview and how 威廉希尔体育app滚球assessment should be woven into the published curriculum.I've posted it before,spewed it to friends and commented in more meetings that I care to remember about how we ought to treat teachers,educators as professionals.After reading a ‘model overview' (about probability) that was VERY well worded,we were invited to comment.My thoughts?[in my head: 'wow,this is a NICE overview.It actually has the 'why' built into it and makes real world connections.this would really get my brain going if I was teaching probability.']
I guess others had different thoughts in their head.The first vocal comment was,‘This is too long.Teachers won't read it.'"

He goes on to say that teachers are so focused on test prep that they don't have time to do anything else.

My own children have testing upon them.  It is not something we think about all year,but right now I'm making extra sure that they sleep well,eat well in the mornings and just that they do their best.  I do look at the tests and yet,it is NOT the only thing.

You see,I have two kids with LD and when we "found" these issues,my boys had a profound drop in their test scores that year.  It scared me.  I will not share what those were,but I will say that one of my boys jumped 80 PERCENTILE POINTS in one year after proper diagnosis and accommodation.  80 POINTS.

My concern is that test scores are a measurement but not a diagnosis of the worth of a child nor their future.

Also,I'm sitting here thinking about how teachers complain how children won't read important things,and here,I'm hearing that a teacher won't read something that is important to the teacher.

And this is a personal pet peeve of mine:

I will not ask of my students that which I will not do myself.

  • If we don't want to sit in a 10 hour session with someone lecturing to us about project based learning -- neither should we turn around and lecture to our kids hour after hour.

  • If we want engaging training and MEANING in what we do for professional development,we should do the same in our classrooms.

  • If we want kids to read things and be inquisitive - we should do the same.  When is the last time you took a new idea to the curriculum director.

  • We want our students to have a positive attitude about things they don't want to do - will teachers have a positive attitude about doing things they don't like?

Likewise -- the same with administration:

Model the behavior you wish to see in teachers.  If you want them working from early morning until late -- do the same yourself.

If you want them to be there on time -- be there on time yourself.

Students want geniuineness -- and so do teachers.


We all must be professionals.Oh,boy,I wish I was as perfect as Mrs.Adkins or Mrs.Caldwell or Mrs.Dean at my school -- they seem to do no wrong.  But one thing that makes them all so great is that in their 30 + years of teaching a piece that they never stop learning,they always push to do more,and they are,above all things professionals.  I love them dearly and want to be more like them.


Something about this post resonates with me.  Guess I'm just talking to myself again.

星期五,February 06,2009

Web 3D: Students using OpenSim Reflect on the Pressing Issues that We all Ask about Using Virtual Worlds



Fridays are always reflection days here -- when we share what we learned via blog post,discussions,or video.Today,we ustreamed.Several times my mouth went open.

Like,when one of the terraformers (these are the people who make the land) talked about the vision for the island and the creation of good "badguys" - people who are trustworthy to operate the avatars of the villains who roam the island and try to get students to give out inappropriate information.So,let the students speak for themselves.



Listen to our terraforming team talk about our island,the uses of Open Simin schools (We use www.reactiongrid.comand LOVE it!),and their vision of what they'd like to see happen.Also,hear the reflections of the other students about their work in virtual worlds.


Free Webcam Chat at Ustream

This is a great group of students and they are doing wonderful work!We're getting ready to start on their book.

So,what am I teaching them,what are our objectives?

Actually,this Island building is a continuation of digital citizenshipbut is also part of the time management,working with people,leadership module I teach in January / Early February.Usually it is lecture based with a few student hands on exercises -- now it is a live experience full of project management and people skills work that they have to do.Totally different!(You'll see Miller talk about this in the second video.

What is next?

Next,we're going to be learning advanced collaboration features in Word and also Excel and charting.How will we do it?We're going to write a book on digital citizenship and require each chapter to have an author and an editor and some piece of authentic research and charting in each chapter.Same objectives,but the workbook is gathering dust on the shelf.The plan is to publish it on luluand to use any proceeds to help fund as many students as possible to go to next year's flat classroom conference.

This is a struggle to move to this method,gosh,especially for me,as my 威廉希尔体育app滚球assessment methods must change and I must look at the whole world differently.But,PBL - project based learning is totally different.

Evolution of Lesson Plans


Just listen to Miller in the video talk about creating "lesson plans" for the island and how she is creating a lesson plan to construct a self-teaching environment in the OpenSim -- I am spending a lot of time with her developing how to do this so I can learn how to do it myself.

男孩,this is a tough transition but it is so rewarding.It is the RIGHT way to teach but I wish I could read it in a book.Oh well,it is not in a book - People like Peggy Sheehy, Kevin Jarrett,and Beth Ritter- Guth, Chris Dedeand his Amazing Harvard RiverCity Projectare my book.You are the book.

(And really,I need a few more books - we're having trouble hyperlinking objects and scripting some things -- We use hippo open sim which is the open source version of the Second Life browser -- alas,we don't know how to move items from Second Life to the other grid,and I don't think you can.)

We are the book.I love the vision that all of these students cast for how these worlds can be used in teaching.For example,a Tale of Two Cities - a tough book to understand - one class learn to use OpenSim and create world - The Tale of Two Cities - yes it would take a month or so - but then,the students coming after would take a day or two to learn in deep ways all about the Tale of Two Cities.We share.We work together. (This is Trent and T-Rob's suggestions from video #1 by the way.)

Surfing the Tidalwave of Change



Sometimes all of this is a bit disconcerting.The students know SO MUCH more than me about OpenSim because I run from computer to computer to help them and don't get in and do it myself as much.(See their Jing tutorials on Creating Clothesand Gesturesin Open Sim.) I have to sit down daily and refine objectives and make sure to incorporate it in that day's project or reflection.

Really,with stringent standards of many of you -- how on earth are you going to move to this kind of environment?People have numbered 1,2,3,the order and detail of what you are to teach and when!

To me,it is sort of like the binding that chinese women used to put on their feet to keep them small -- we have bound the cords of standards so tightly that these classrooms grow somewhat uniformly - but what if we are indeed damaging the potential of some to grow to be much more than they are going to be?What of those who will surpass the standards?

No magic wand for education

So often,people are looking for the "magic wand" in education.

There is no magic wand except this --- hire great teachers,empower them to be teacherpreneurs and teach - hold them accountable for results but don't overtest in the process - let them teach.(If you're always weighing the chicken,when does the chicken eat?) Empower them to customize the classrooms in ways that they can get the work done.Support them and their methods but also expect that your teachers will have to work very,very hard.

I do not know a great teacher who comes in at 7:55 am and leaves at 3:05 pm -- it doesn't happen.Great teachers pour hours into their practice both at school and beyond.And great teachers are empowered by administrators who also match this effort.(Don't ask them to give 100% if you got into admin so you could coast.Sorry admins demotivate great teachers -- but also great admins motivate all teachers to become more than they are.)

Look at the CUSTOMER.The customer is who you do most of your work for-- your audience.If your audience is that person who reads the reams of paperworks (or more likely just files them) then you've got the wrong customer. Administrators should be slashing paperwork or making the delivery of information more streamlined -- allow teachers to submit reports via voice recorder and have it transcribed or via video documentation or other ways -- even a private ustream channel or video.

Why not have each teacher shoot one video a week where they must verbally reflect on each of the students who have an IAP?and then email it to admin or the person overseeing them.

And if the person overseeing them says --

"I don't have the time to view all of those videos -- one minute on each student."

Then,my answer is this --
"If you don't have the time,then why are we doing the paperwork,because it would take you much more than 1 minute to read all of the paperwork coming into your office."

Paperwork hypocrisy and bureaucracy is drowning public education in paper and wasted time.I have this on good authority -- from YOU the teachers and administrators who bend my ear to tell me how "it really is" for you. Your stories are beautiful- not because what is happening is good - but because youCARE SO MUCH that you will not accept the status quo.

There is great beauty in the nobility of your heart to do the right thing amidst wrong circumstances.

And it is to you,those who care enough to push forward that the future of excellent education lies. You care.You love the students.

You know that ultimately their future selves are your customer and you've got your priorities right.

Bless your vocal selves that you are willing to speak up for what is right and grapple with this change that envelopes us all.

Not that any of us has all the wisdom - but working together we're a heck of a lot smarter than we are alone.

Keep the faith and remember the nobility of being an educator -- it is the most noble calling on earth and that upon which the future of society hinges.

Keep the faith.

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Tuesday,October 28,2008

Tony Wagner's Redefining Rigor: Redefining our Future (If we'll only listen)



ASCD's article " Rigor Redefined" is an absolute MUST READ,MUST SHARE for everyone who remotely cares about education.

Tony Wagnerhas done a remarkably concise job of reflecting on the state of education.  Below,I've extracted my annotations (items on the left are quotes from the article,Items indented with the clear circled bullet are from me),or you may view the annotated versionof this article which will include all of those who annotate and share on this article using Diigo.

He talks about risk aversion,I wonder what educators among us are willing to take the risk to go towards this when compensation is increasingly tied to test scores that measure only rote memorization and test taking ability.



ASCD
  • I conducted research beginning with conversations with several hundred business,nonprofit,philanthropic,and education leaders.With a clearer picture of the skills young people need,I then set out to learn whether U.S.schools are teaching and testing the skills that matter most.

  • "First and foremost,I look for someone who asks good questions," Parker responded."We can teach them the technical stuff,but we can't teach them how to ask good questions—how to think."

    • 这是一个很好的方面,基于项目的学习。Although when we allow students to have individual research topics,some teachers are frustrated because they cannot "can" their approach (especially tough if the class sizes are TOO LARGE,) students in this environment CAN and MUST ask individualized questions.This is TOUGH to do as the students who haven't developed critical thinking skills,whether because their parents have done their tough work for them (like writing their papers) or teachers have always given answers because they couldn't stand to see the student struggle -- sometimes tough love means the teacher DOESN'T give the child the answer -- as long as they are encouraged just enough to keep them going.comment byVicki William Hill足球投注Davis
  • "I want people who can engage in good discussion—who can look me in the eye and have a give and take.All of our work is done in teams.You have to know how to work well with other

    • Last Saturday,my son met Bill Curry,a football coach and player that he respects.Just before meeting him,my husband reviewed with my son how to meet people.他告诉我的儿子,"Look the man in his eyes and let him know your hand is there!" After shaking his hand,as Mr.Curry was signing my son's book,he said,"That is quite a handshake,son,someone has taught you well." Yes -- shaking hands and looking a person in the eye are important and must be taught.This is an essential thing to come from parents AND teachers -- I teach this with my juniors and seniors when we write resumes.comment byVicki William Hill足球投注Davis
  • how to engage customers

    • Engagi ng customers requires that a person stops thinking about their own selfish needs and looks at things through the eyes of the customer!!!The classic issue in marketing is that people think they are marketing to themselves.This happens over and over.Role playing,virtual worlds,and many other experiences can give people a chance to look at things through the eyes of others.I see this happen on the Ning of our projects all the time.comment byVicki William Hill足球投注Davis
  • the world of work has changed profoundly.

    • Work has changed,school hasn't.In fact,I would argue that schools are more industrial age than ever with testing and manufacturing of common knowledge (which is often outdated by the time the test is given) at an all time high.Let them create!comment byVicki William Hill足球投注Davis
  • Today's students need to master seven survival skills to thrive in the new world of work.
  • Critical Thinking and Problem Solving
  • companies need their workers to think about how to continuously improve their products,processes,or services.
  • Over and over,executives told me that the heart of critical thinking and problem solving is the ability to ask the right questions.As one senior executive from Dell said,"Yesterday's answers won't solve today's problems."

  • How do you do things that haven't been done before,where you have to rethink or think anew?
  • 2.Collaboration and Leadership
  • Technology has allowed for virtual teams.
  • Every week they're on a variety of conference calls;they're doing Web casts;they're doing net meetings."
  • 3.Agility and Adaptability
  • has to think,be flexible,change,and use a variety of tools to solve new problems.We change what we do all the time.I can guarantee the job I hire someone to do will change or may not exist in the future,so this is why adaptability and learning skills are more important than technical skills

  • 4.Initiative and Entrepreneurialism
  • I say to my employees,if you try five things and get all five of them right,you may be failing.If you try 10 things,and get eight of them right,you're a hero.You'll never be blamed for failing to reach a stretch goal,but you will be blamed for not trying.

    • If our students get eight out of 10 right,they are a low "B" student.Do we have projects where students can experiement and fail without "ruining their lives." Can they venture out and try new,risky things?comment byVicki William Hill足球投注Davis
  • risk aversion

    • He says risk aversion is a problem in companies -- YES it is.Although upper management SAYS they want people willing to take risks -- from my experience in the corporate world,what they SAY and what they REWARD are two different things,just ask a wall street broker who took a risky investment and lost money.comment byVicki William Hill足球投注Davis
  • entrepreneurial culture
  • Effective Oral and Written Communication
  • focus,energy,and passion around the points they want to make.
  • clear and concise
  • first 60 seconds of your presentation is

  • Summers and other leaders from various companies were not necessarily complaining about young people's poor grammar,punctuation,or spelling—the things we spend so much time teaching and testing in our schools
  • the complaints I heard most frequently were about fuzzy thinking and young people not knowing how to write with a real voice.

  • 6.Accessing and Analyzing Information
  • Employees in the 21st century have to manage an astronomical amount of information daily.
  • There is so much information available that it is almost too much,and if people aren't prepared to process the information effectively it almost freezes them in their steps."

  • rapidly the information is changing.
  • half-life of knowledge in the humanities is 10 years,and in math and science,it's only two or three years

    • Personal learning networks and RSS readers ARE a HUGE issue here.We need to be customing portals and helping students manage information.comment byVicki William Hill足球投注Davis
  • 7.Curiosity and Imagination
  • "People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation."

    • How do we reward students who question teachers -- not their authority but WHAT They are teaching?Do we reward students who question?Who inquire?Who theorize?Or do we spit them out and punish them?I don't know...I'm questioning.comment byVicki William Hill足球投注Davis
  • want unique products and services:
  • developing young people's capacities for imagination,creativity,and empathy will be increasingly important for maintaining the United States' competitive advantage in the future.

  • The three look at one another blankly,and the student who has been doing all the speaking looks at me and shrugs.

    • When teachers tell students WHY withouth making them investigate,then we are denying them a learning opportunity.STOP BEING THE SAGE ON THE STAGE!.comment byVicki William Hill足球投注Davis
  • The test contains 80 multiple-choice questions related to the functions and branches of the federal government.
  • Let me tell you how to answer this one

  • reading from her notes,
  • Each group will try to develop at least two different ways to solve this problem.After all the groups have finished,I'll randomly choose someone from each group who will write one of your proofs on the board,and I'll ask that person to explain the process your group used."

    • Every time I do a team project,the "random selection" is part of it.Randomly select -- classtools.net has a random name generator -- great tool - and it adds randomness to it.comment byVicki William Hill足球投注Davis
  • a lesson in which students are learning a number of the seven survival skills while also mastering academic content?
  • students are given a complex,multi-step problem that is different from any they've seen in the past

    • This IS flat classroom digiteen and Horizon project and other projects where teachers are pushing kids to have novel answers to novel questions.comment byVicki William Hill足球投注Davis
  • how the group solved the problem,each student in every group is held accountable.
  • ncreasingly,there is only one curriculum: test prep.Of the hundreds of classes that I've observed in recent years,fewer than 1 in 20 were engaged in instruction designed to teach students to think instead of merely drilling for the test.

    • Not in my class,but in many classes - yes.I wonder how I'd teach differently if someone made me have a master "test" for my students at the end of the year.I'd be teaching to the test b/c I"m a type "A" driven to succeed kind of person.Beware what you measure lest that determine how you grow.comment byVicki William Hill足球投注Davis
  • .It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners,工人,and citizens.
  • I have yet to talk to a recent graduate,college teacher,community leader,or business leader who said that not knowing enough academic content was a problem.
  • critical thinking,communication skills,and collaboration.
  • seven survival skills every day,at every grade level,and in every class.
  • College and Work Readiness 威廉希尔体育app滚球Assessment (www.cae.org)—that measure students' analytic-reasoning,critical-thinking,problem-solving,and writing skills.

    • Would like to look more at this test,however,also doing massive global collaborative projects requiring higher order thinking is something that is helpful,I think.comment byVicki William Hill足球投注Davis


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