Monday, July 28, 2014

Copy Right Flow Chart


How did your state fair in participation on Project Speak up


Learn about Project Tomorrow and how your school can get involved

Learn about Project Tomorrow

Speak Up State Participation Guide from Julie Evans

When: July 29th
Time: 4PM ET/ 1PM PT
Where: online for free!

Register here

How are learning and teaching being transformed by digital tools?
How do administrators, teachers, parents, and students really use technology right now?
And what does the future of personalized learning look like?

In edWeb.net's next webinar, Julie Evans will share survey findings from the Speak Up National Research Project and discuss learning and teaching with technology, 21st Century Skills, and STEM instruction. She will be joined by Christie Gibson, Principal of Crull Elementary School, who will share insights from her Board of Education Report on state reporting, as well as comparisons of student growth with the amount of time digital tools are used in each classroom. Join Julie and Christie on July 29th to hear the latest on digital tools and personalized learning, today and tomorrow.

Presented by Julie Evans, CEO, Project Tomorrow; with Christina Gibson, Principal, Crull Elementary School, Port Huron, MI

























YouTube New User Greeting

AASA Update with Dan Domenech, Vol 1

Degreed - The Digital Lifelong Diploma

About the Institute - Clayton Christensen

Connected Educators

Introducing the Redesigned Google Drive

Preview of Classroom for Google Apps for Education

'Year Up' Sources Urban Youth For Tech Jobs

Saturday, July 26, 2014

If students designed their own schools what would it look like



The best small town in America experiments with self-directed learning at its public high school. A group of students gets to create their own school-within-a-school and they learn only what they want to learn. Does it work? Charles Tsai finds out by spending a week with the Independent Project.


Saturday, July 19, 2014

The Coming Transhuman Era: Jason Sosa at TEDxGrandRapids

Hip-Hop(e): Roberto Rivera at TEDxGrandRapids - an educational story

#OurVoice: George Couros at TEDxBurnsvilleED

George Couros is the Division Principal of Innovative Teaching and Learning for Parkland School Division in Alberta, Canada. He is a leader in the area of innovation, his focus is always the development of leadership and people to do what is best for kids. His mix of research, personal stories, and practical ways to implement new learning helps others feel comfortable in taking risks in their own learning. You can learn more about Couros at his site www.georgecouros.ca



In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)



Checking for Understanding In learning





This video will help teachers understand a teaching strategy called "Checking for Understanding" it is a powerful strategy that will guide instruction and increase student engagement. It is good for all grade levels, but especially 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade and 10th grade. CFU will improve instruction in turn improving student achievement in high stakes testing and the CST testing. This strategy is good for all students, but especially for low performing and English language learners. What is Checking for Understanding (CFU)?CFU is the teacher continually verifying that students are learning what is being taught while it is being taught -- why is CFU important? Allows you to make instructional decisions during the lesson -- Monitor student progress in real time so as not to wait until formal assessments in order to revise lessons -- To ensure that students are not practicing and reinforcing mistakes -- Practice makes permanent, not perfect --in addition to my twenty years of experience many of these ideas are based on the research of Wested, Robert Marzano, and other ASCD authors -- CFU ensures student engagement by continuous checking if the student understands and is on task -- this video will help teachers learn how to implement this powerful teaching strategy -- that will provide ongoing informal assessment in real time.

Effective Small Group Differentiated Instruction





This video will help teachers with small group instruction. This differentiation of instruction using small group strategies will provide an effective, engaging, learning environment by creating a culture of student success and meeting the needs of all students. Every student is unique and deserves instruction beyond "one size fits all". Administrators can also use this video to provide staff development to their teachers, helping them with differentiation providing instructional engagement. This video emphasizes the "how to"; "nuts and bolts" of preparing and managing small group differentiated instructional models. This video will teach strategies to provide opportunities for student and teacher success. Learning cannot happen without a safe, secure, and comfortable learning environment for students that provides engagement and makes students feel valued and successful. Small group differentiation will help to meet the needs of all students. All stakeholders; administrators, teachers, and students will benefit from the tips and strategies illustrated in this video. These tips are based on twenty years of experience as a teacher and principal of 3rd through 9th grade students, the majority of which were students of color, poverty, and English language learners (ELL). The author/ creator of this video has been influenced by other experts in the field; Michael Grinder, Harry Wong, Ruby Payne, and Robert Marzano all of which have great ideas to help teachers provide effective and engaging classrooms. Helpful hints are provided to help the teacher create a successful differentiated classroom using small group strategies. Primary grades through high school teachers can find valuable information in these videos and the accompanying web page. Test scores and learning in general will improve with effective and engaging differentiation. Small Group Differentiated instruction will help to close the achievement gap in high stakes testing. Building differentiation, communicating expectations, and accountability will provide the keys to reaching students to teach them effectively meeting the needs of varied ability levels and multiple learning styles.

Tips & Strategies for Effective Differentiation & Instruction.wmv





This video will help teachers with differentiation of instruction to provide an effective, engaging, learning environment by creating a culture of student success and meeting the needs of all students. Every student is unique and deserves instruction beyond "one size fits all". Administrators can also use this video to provide staff development to their teachers helping them with differentiation providing instructional engagement. This video emphasizes the "how to", "nuts and bolts" of preparing and managing differentiated instructional models. This video will teach strategies to provide opportunities for student and teacher success. Learning cannot happen without a safe, secure, and comfortable learning environment for students that provides engagement and makes students feel valued and successful. Differentiation will help to meet the needs of all students. All stakeholders; administrators, teachers, and students will benefit from the tips and strategies illustrated in this video. These tips are based on twenty years of experience as a teacher and principal of 3rd through 9th grade students, especially students of color, poverty, and English language learners (ELL). The author/ creator of this video has been influenced by other experts in the field; Michael Grinder, Harry Wong, Ruby Payne, and Robert Marzano all of which have great ideas to help teachers provide effective and engaging classrooms. Helpful hints are provided to help the teacher create a successful differentiated classroom. Primary grades through high school teachers can find valuable information in these videos and the accompanying web page. Test scores and learning in general will improve with effective and engaging differentiation. Differentiated instruction will help to close the achievement gap in STAR testing and other standardized testing. Building differentiation, communicating expectations, and accountability will provide the keys to reaching students to teach them effectively meeting the needs of varied ability levels and multiple learning styles.

Networked Student - Connectivism

Friday, July 18, 2014

Getting Started with Google Cloud SQL

Watchguard - Getting Started with Policies

TFT II Hangout: 1:1 and Beyond Textbooks, Vail School Dist

Cloud Computing Diane Doersch, CTO, Green Bay Area School District, WI

COSN - Jean Tower Previews CETL Offerings

ISTE's new ed tech resources

Opening Ignite session revs up crowd at ISTE 2014

Kevin Carroll delivers inspiring speech at ISTE 2014

Ashley Judd delivers inspiring speech at ISTE 2014

Three anti-social skills to improve your writing - Nadia Kalman

What Most Schools Don't Teach

Learn about a new "superpower" that isn't being taught in 90% of US schools.

Starring Bill Gates, Mark Zuckerberg, will.i.am, Chris Bosh, Jack Dorsey, Tony Hsieh, Drew Houston, Gabe Newell, Ruchi Sanghvi, Elena Silenok, Vanessa Hurst, and Hadi Partovi. Directed by Lesley Chilcott, executive producers Hadi and Ali Partovi.

Code.org owes special thanks to all the cast and the film crew, and also Microsoft, Google/YouTube, Facebook, Amazon, and Twitter for helping us spread the word

Tuesday, July 8, 2014

TEDxASB - Scott McLeod - The developer of "Shift Happens"

Are schools dangerously irrelevant?
Description: Educational research consistently finds that the vast majority of students day-to-day classroom work occurs in relative isolation, is primarily paper-based, and focuses on factual recall and low‑level procedural knowledge. This industrial model of schooling is increasingly in tension with the needs of a hyperconnected knowledge economy. As school leaders, we must ask ourselves what our moral and professional obligations are to create school environments that prepare our graduates for a technology-suffused, globally-interconnected world.

Saturday, July 5, 2014

Can the Maker Movement Infiltrate Mainstream Classrooms?

Link to NPR Article

Is today's educational systems broke?

"Our education system is not broken, it's doing exactly what it was meant to do... The problem is that it's OBSOLETE."

− Ingvi Hrannar

Why are validity and reliability important in classroom assessments? (Reposted)


By Fred Sharpsteen
Wrote 3/25/2008 Rev. 7/5/2014 reposted

Without reliability of assessments you can’t have validity of the student’s gains or mastery of the subject. The reason for this is if the assessment tools are not reliable, as in you can't come up with the same results repeatedly. Then you can't find the level of proficiency of a student or a group of students. If this is true then you can’t use these tools with any validity to the ability of the student.
Test question must be statistically normalized before you can use them to determine if a student or group of students are meeting a level of proficiency. This is my concern, when we develop common end of quarter assessment to see if student are gaining knowledge needed to pass the Standardized test. I believe that these common assessments may not be a valid predictor of how the students would do on a standardised test. Also as we tested student and determined that some of the question were not reliable and then change the question by modifying it or removing them. we are changing are baseline and it would make it difficult to make any comparison between the groups of students being tested. Another issue of concern is that in the state of Michigan when they have done standardized testing, they are comparing school success by comparing different groups of students. If you compare different groups of student instead of the same cohort group. The data gain from this practice is of no practical use in determining educational best practices of a school and their effectiveness.

14-things-that-are-obsolete-in-21st-century-schools

Here is the link to the 14 things that are obsolete in 21st century schools. I found these to be intriguing and spot on. I believe that some of these could start some good conversations on how education can be changed to meet the needs of our students better.

http://ingvihrannar.com/14-things-that-are-obsolete-in-21st-century-schools/


Friday, July 4, 2014

So how do we define “transformative education”, when we talk about technology


So what does “transformative” mean to Erik Burmeister?

 “I no longer have to be the bottleneck of information for my students. I actually can be the person in charge of creating incredibly deep and broad learning experiences for kids and giving them the tools to find that factual information themselves,” Burmeister said. “My job is to ask powerful questions. My job is to create learning experience that gets kids engaged in a way that me just pouring information into them so they can memorize it and regurgitate it back to me is long gone. My job now is to get kids excited and give them the tools to be able to access the knowledge to be able create, to be able to analyze, to be able to compare and contrast, to be able to synthesize and to be able to design new things out of the learning that they’re able to access via a touch of a button on the iPad.”

About Me

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I am the Director of Technology at a K-12 School system.