shared learning from ed leadership readings
DESCRIPTION
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.TRANSCRIPT
Shared Learning
Made by Avon Maitland teachers and based on group readings from Educational Leadership
Image by ryancr
Professional Learning 2.0
Background by tryingtolearn USA
Web 2.0
Web 2.0 technologies can help schools create the structures necessary for sustained, complex, and meaningful professional learning.
StrategiesWeb 2.0• Moodle (Databases and forums)• Wiki • Twitter• Blog• Ning (create social networks, add on to
face to face discussion)• Jing (Free software, adds visuals to
online conversations)• RSS Feeds (Frequent updates, ex. bus
cancellations)
Why Teachers Should Try Twitter
"Twitter posts challenged my thinking and led me to great resources without
having to spend hours searching."
Photo by Justin Fisk
"We can use digital tools to differentiate learning experiences
for students."
"I could look into the minds of motivated peers to learn about the new projects they were undertaking, the research reports they were studying, and the Web sites they were exploring.” -Wm. M Ferrier
by paul (dex) (contact)
Can't Get Kids to Read? Make It Social
Dragging Back Their Brains
- begin by recognizing today's students are driven by opportunities to interact with one another
-understanding that participation is a priority
- the best teachers create social reading experiences
- lines between fun and work is fine
Professional Learning 2.0
Web 2.0 technologies can help schools create the structures necessary for sustained, complex, and meaningful professional learning. Online communication could be facilitated through the use of the following online tools:
• Wiki: a website that guests can access, edit, and others can build on your input.
• Twitter: short text-based posts which keep users continuously informed and allow them to share information, texts, images, and links
• NING: online social network to connect people for a specific purpose• Blog: a web-based journal; users can embed graphics, videos, and links
Can't Get Kids to Read?Make It Social
Begin by recognizing that today's students are driven by opportunities to interact with one another.
Effective teachers must adapt to keep their students engaged.* opportunities for social interaction* use tools such as Diigo, Google Docs* emphasize online communication and opportunities* embrace technology* use reciprocal teaching* make reading interactive (differentiate)
Pable Viera
Teaching Inference
photo by the jbird
"Making inferences is the foundation to many higher-level thinking processes."
• Kids make inferences all the time without realizing it • Teachers can guide students in analyzing the effectiveness
of their inferences by posing four questions
The four questions...
1. What is my inference? 2. What information did I use to make this inference?3. How good was my thinking?4. Do I need to change my thinking?
A primary student predicts that something bad is probably going to happen in a story about two children walking alone in the forest.A middle school student concludes that seasons result from the elliptical orbit of the Earth. Winter is when the Earth is farthest from the sun.
What is my inference?
• There are two types of inferences:
o default inferences automatic assumptions based on familiarity
o reasoned inferences
based on background knowledge and previous experiences, information available
Image by paurian
What information did I use to make this inference?• The teacher needs to guide the students in considering and
articulating the premises on which they based their inference:
o familiarity with other storieso generalized knowledge of temperature and proximity to
heat sources
Picture by Chris Campbell
How good was my thinking?
• Examining the validity of their thinking: • Default inferences
o Ask the students to consider other possible premises: "Do you think there are stories about children lost in
the woods where something bad does not happen?" "What are some other things that might happen?"
• Reasoned inferences
o Examine both the truth of the premise and the validity of the thinking
o Ask the student to explain his/her thinkingo Point out misconceptions and missing elements in the
explanation Picture by AJC1
Do I need to change my thinking?
• Ask the kids to consider possible changes in their thinking • Helps to develop the habit of continually updating their
thinking as they gather new information • Default inference
o Be alert for different patterns in the story plots in the future
• Reasoned inference
o The science student might become more aware of the need to consider additional facts before coming to a conclusion about physical phenomena
Representing Knowledge Nonlinguistically
Creating nonlinguistic representations requires students to think about the content in new ways.
Five Points to Keep in Mind1. Nonlinguistic
representations come in many forms.
2. Nonlinguistic representations must identify crucial information.
3. Students should explain their nonlinguistic representations.
4. Representations can take a lot of time.
5. Students should revise their representations when necessary.
Photo Courtesy of CRASH: candy
How Flat Is Your Classroom?
Image by darklorddisco
Big Idea
Flat classroom projects have the power to produce world-class students with a world view based on understanding, not misinformed bias from the media.
It is Easy
Free web based tools and an internet connection is where to start.
Teach Connect Project
http://teachconnect.ning.com Pairs teachers who have collaborative project ideas
Image by David Blackwell
Wikispbworks.com wikispaces.com Collaborative online workspaces
ePalswww.epals.com - Great for students in elementary and middle schools- safely connect with other students around the world