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21st Century Learning and Teaching
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It’s an open secret in the education community. As we go about integrating technology into our schools, we are increasing the risk and potential for plagiarism in our tradition-minded classrooms.
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. . . When WE work together on collaboration WE are also sharing files, photos and links, right!? BUT how to be sure that WE share ONLY stuff which is NOT infected with malware!? It's OUR RESPONSIB...
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More students than ever are learning with a smartphone by their side.
Social Networking ===> Make learning social.
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Social Networking===> Make learning social.
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To negotiate stormy waters, a crew must learn to act together; to take into account their differing strengths and abilities and use them to forge a prosperous community dedicated to the tasks in hand. This should also be the basis of every learning experience; to negotiate the stormy waters of criticism, funding, syllabus or classroom issues, members of an academic community – whether at the school or university level – should take heed of the ship’s crew, and learn how to work inclusively rather than exclusively.
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“Ms. Clark, when are we going to do that again?” Nothing makes me happier as an educator than hearing those words - and lately, I have been hearing them a lot!
Gust MEES's insight:
“Ms. Clark, when are we going to do that again?” Nothing makes me happier as an educator than hearing those words – and lately, I have been hearing them a lot! Learn more: - http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Engage-ME%21
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Change is not the obstacle, it is the answer. Embracing our ability to champion positive change starts with a focus on the words we use. Change is NOT difficult, it is our greatest power and hope for a better future. Change is what our bodies and minds so every second of the day.
Our ability to move out of Jurassic Park by developing our individual and organization potential is real. It requires focus, courage, integrity and a relentless desire to be part of the solution rather than running on overdrive, getting stuck in stasis or burying one’s head in the sand or under the rock of complacency.
Gust MEES's insight:
Our ability to move out of Jurassic Park by developing our individual and organization potential is real. It requires focus, courage, integrity and a relentless desire to be part of the solution
===> rather than running on overdrive, getting stuck in stasis or burying one’s head in the sand or under the rock of complacency. <===
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Collaboration
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Teamwork
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Unlearning
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During the spring of 2013, junior teachers and students from 17 schools participated in a Language / Equity Learning Series at the W.R.D.S.B. Board Office. The purpose of the learning series was to: provide strategies and tools to facilitate the development and use of open-ended critical questions by both students and teachersengage students and teachers in creating meaningful contexts for thinking and learningdevelop deeper understanding of equity, inclusion, diversity and social justice across the curriculumprovide opportunities for student voice and leadership at the classroom, school and system level build teacher and student leadership capacity
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![A Great Graphic Featuring The 12 Principles of Collaboration [Graphic] | 21st Century Learning and Teaching | Scoop.it](https://img.scoop.it/uITa3iILASFrFYeRXcPGeTl72eJkfbmt4t8yenImKBVvK0kTmF0xjctABnaLJIm9)
Collaboration is a skill central to the 21st century learning; not that it was not important before but with the use of interactive digital technologies, learners need to draw more on their collaborative skills to enhance their learning .
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Charlie Meredith's curator insight,
May 31, 2013 6:13 PM
Collaboration - learn to work with others and understand their views. It's a skill needed for scholarship
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There are still issues that must be ‘ironed out’ before educators can make full use of digital tabletops, according to classroom-based study
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Check it out...
Learn more:
- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Collaboration
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COACHING IN SCHOOLS:IT MATTERS! 'The Middle Leader as Lead Learner' By Rachael Edgar Goes without saying that key to all succesful schools is the quality of the learning experiences that goes on wi...
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At Sammamish High School, we're developing and implementing a comprehensive problem-based learning program for all of our students. Working closely with my peers during this process has become one of
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Collaboration with my peers has certainly pushed my thinking and my attachments to cherished methods. It has stretched me, allowed me to realize what I should hold onto and what I should let go. It's been tough, challenging -- but most of all, extremely satisfying. Gust MEES: I did this collaboration already 5 years ago on Google Knol and I have a very positive experience with it (OK, there were also bad moments...) and once found the right online friends it is a pleasure to publish together with them on the same Blog! This makes it possible to have different authors on a same blog, a multicultural publication is so possible! If YOU, dear readers, are interested to do so: WordPress makes it possible, especially with ANNOTUM THEME ===> http://www.scoop.it/t/wordpress-annotum-for-education-science-journal-publishing/?tag=Annotum
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Originally Posted by Brenda Sherry on Feb 8, 2013 in Voices From the Learning Revolution, Voices For a long time I’ve watched my husband Steve, a drama teacher, work his magic in his classes and d...
So how do you get help from teachers of the arts?
One thing is a given – inquiry-based approaches involve following students along paths that you might not be able to predict – and that involves responsive teaching.
I’d recommend that you go and search out your arts teachers. They are usually really passionate about their subject area, just as you are, and may be eager to share their expertise.
For starters you might ask some of these questions to get a conversation going (and glean an invitation to observe):
- What techniques are used to build an effective community of learners?
- What strategies and structures are put in place to manage a classroom that focuses on discussion, sharing and reflection?
- How do teachers handle the fact that the endpoint isn’t always what is planned or expected?
Gust MEES's insight:
A MUST read as it gives YOU some great ideas as how YOU should ask colleagues for Team-Teaching!!!
Check also:
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Collaboration
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Teamwork
Gust MEES's curator insight,
April 22, 2013 6:27 AM
A MUST read as it gives YOU some great ideas as how YOU should ask colleagues for Team-Teaching!!!
Collaboration:
Check also:
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Collaboration
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Teamwork
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. . WHERE Do OUR Authors Originate From? Find Out On This Interactive WorldMap . Click the image, please, and YOU will get directed to the ThingLink page where YOU can use it with ALL of its intera...
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Blogger's note: This post focuses on the importance of integrating collaboration into classroom practice. In my next post, I'll talk about strategies for successful facilitation of collaborative work...
Learning is a social process, and the learning process is deepened when ideas are challenged and learners are pushed to produce work that surpasses their expectations of what they can do. That said, working in groups is a continually challenging process. It is important that students aren't forced to work together on projects where collaboration isn't necessary or beneficial to the final product.
Gust MEES's insight:
Epict Italia's curator insight,
January 23, 2014 5:00 AM
Idee da prendere: 1) le categorie proposte per il peer review (utilizziamole!!) - https://docs.google.com/file/d/0B3Mx1_-3IZ7tRXkzMm8zM2dvZE0/edit?pli=1 2) le categorie usate per valutare il lavoro di podcasting dei ragazzi: dice l'autore "bisognava valutare una pluralità di abilità/competenze" . proprio quello che dobbiamo fare anche nella nostra scuola italiana./https://docs.google.com/document/d/1hnzI9r6NNwhLDv-LHV0yb72CK5C6d3-xt_k_5zfpuDI/edit?pli=1
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Collaborative inquiry is a powerful design for professional learning that supports the notion of teacher leadership as it recognizes the role of teachers in on-going school improvement.
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colleen demille's curator insight,
July 27, 2014 8:30 AM
Enhancing teacher leadership to support student learning through collaborative inquiry
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"The world has over a trillion hours a year of free time to commit to shared projects," says professor Clay Shirky.
“The Internet as a tool allows for really brilliant people to do things that they weren’t really able to do in the past.” — Jimmy Wales
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“The Internet as a tool allows for really brilliant people to do things that they weren’t really able to do in the past.” — Jimmy Wales
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One of our most innovative, popular thinkers takes on-in exhilarating style-one of our key questions: Where do good ideas come from? With Where Good Ideas Co...
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Check it out and learn from it ;)
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For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said the Roman philosopher Seneca.
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Students enlisted to tutor others, these researchers have found, work harder to understand the material, recall it more accurately and apply it more effectively. In a phenomenon that scientists have dubbed “the protégé effect,” student teachers score higher on tests than pupils who are learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested ===> that their higher IQs result from the time they spend showing their younger siblings the ropes. <===
Peter van Cuylenburg's curator insight,
October 7, 2014 5:18 PM
An article about students teaching other students so that learning is enhanced for everyone who participates.
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One such tool I learned of recently is RealtimeBoard.com. After an initial inspection and test run, I have decided to add it to my burgeoning Symbaloo list of worthy websites and apps. Here is a qu...
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It can be amazing and illuminating, once this door is opened, to see and hear the myriad ways that students understand learning and engagement.
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From
cci
The MIT Center for Collective Intelligence brings together faculty from across MIT to conduct research on how new communications technologies are changing they way people work together. Via Dr. Susan Bainbridge, Gust MEES
Gust MEES's insight:
Check it out, looks like WE will soon get more information...
Gust MEES's curator insight,
May 26, 2013 12:44 PM
Check it out, looks like WE will soon get more information...
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Purpose, meaning, contribution are the drivers that build our best selves, best work, best organizations. Having a keen mind, a positive attitude and the aptitude for disciplined thought, action and resiliency are critical, but they are no longer enough.
===> Accessing purpose, meaning and our ability to contribute in the face of unremitting change, challenges and opportunities demands a whole new focus. <===
A focus that starts with building what I call constructive discontent; a positive, purposeful and a somewhat counterintuitive strength that can be learned. Finding new ways to optimize potential is critical, this aim was the genesis of my 3Q Edge™ and R-E-A-C-H coaching and training.
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Creating a safe recreation space for teens; protoyping a recyclable lunch tray; setting up a water delivery system to guard against urban fires; building a public awareness campaign to combat hunger. These are just a few of examples of the types of tasks students are taking on when they participate in the Design Learning Challenge, an effort to get students to figure out how to solve real-world problems in their communities.
Combining project-based learning, with an emphasis on the arts and design thinking, this academic competition now in its third year — a partnership between the Industrial Designers Society of America, or ISDA, and the National Art Education Association, or NAEA — has more than 750 students participating this year.
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By Thom Markham Once they get to the working world, most students, in almost any job, will collaborate as a member of a team. And every student needs to be prepared for that environment — partly for employment opportunity, but mainly because the deeply embedded mental model of learning and creating as an individual process is obsolete.
===> Collaboration has become the chief way in which things are done. Powerful collaboration is driven by incisive communication—and out of that process come the very best expressions of innovation, creativity, and critical inquiry. <===
Gust MEES's insight:
===> Collaboration has become the chief way in which things are done. Powerful collaboration is driven by incisive communication—and out of that process come the very best expressions of innovation, creativity, and critical inquiry. <===
Check also:
- http://www.scoop.it/t/21st-century-learning-and-teaching?tag=Collaboration
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Communication is an indispensable part of international cooperation and it requires managing different cultures. Being prepared to see and understand different values, trying to understand contrasting views in a consortium, can decrease the potential of misperception which otherwise may act as a real barrier to cooperation. This is why international cooperation necessitates negotiation across cultures. In the case of collaboration, parties come together for a joint work which itself may create common values/understanding, besides the set goals. This is because collaboration requires strong we-feeling and commitment. The purpose of this paper is to focus on cross-cultural communication and collaboration in the area of Open and Distance Learning (ODL), concentrating on the communication processes in project management. Cross-cultural studies point to different communicative behaviours of individuals in multinational work environments e.g. the cultural characteristics affect the preferences towards the use of the media. For the purposes of this paper, the authors make a phenomenological-oriented case study of project management based on interviews with partners of a multilateral Grundtvig (adult learning) project, affiliated with distance education institutions in eight different countries. The authors test their assumptions for constructive and cooperative communication in e-Learning projects; delineating the effects of different cultures as regards the expectations from (1) international projects and (2) communication media.