tag:blogger.com,1999:blog-55215996231126447612024-03-05T14:03:14.937+00:00the simple teacherSimple ideas to improve education todayUnknownnoreply@blogger.comBlogger50125tag:blogger.com,1999:blog-5521599623112644761.post-35111212547496235562015-02-25T13:30:00.001+00:002015-02-25T13:30:28.783+00:00Establishing An Online Classroom<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">In order to establish an online classroom you need rules (or at least one rule). "No hats." and "No gum." do not seem to fit online, so let's go for "Respect." <b>The rule:</b> <i>Students and teachers will show respect to all past, current, and future class members.</i> Yes, there are elements of being reactive as well as proactive with our respect. Think before you post, please.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Next, how will you build relationships within the classroom? How will students and teachers introduce themselves and get to know each other? We teach children, "Stranger danger." How do we undo this in an online classroom? Note: <i>Danger</i> in an online classroom refers more to "cognitive risks" than to "personal safety risks." <b>The relationship builder:</b> <i>Introduce yourself, tell us where you are from, what you do, and what flavor of <a href="http://www.koolaid.com/" target="_blank">Kool Aid</a> you are most like?</i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Finally, yes finally, create interesting and relevant learning activities which lead to the students creating positive learning memories. Offer students the opportunity to work alone and to work together. Expect and accept their best work and provide quality, timely feedback. And, as a teacher, enjoy the journey!</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-78395481870913079672015-02-19T21:56:00.001+00:002015-02-27T05:56:56.737+00:00Just Google It!<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">In my life time, Google has transformed from an online search engine to a homework "bot". Students are able to enter homework questions and Google finds the answer. Very little authentic cognition occurs during this process. <i>"Just Goggle it!"</i> has replaced deep thought and articulation. </span><span style="font-family: 'Trebuchet MS', sans-serif; font-size: large;">We are losing a significant part of ourselves as a society. More importantly, though, education has to wake up. We have to change the manner in which we ask our questions. If the question can be answered by a simple Google search, then the question is no longer valid for authentic education.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-22580211014530506772015-02-15T08:19:00.003+00:002015-02-15T08:24:26.394+00:00Industrial Strength Sponge Activities<div style="background: rgb(255, 255, 255); border: 0px; color: #353535; margin-bottom: 1em; margin-top: 0.5em; outline: 0px; padding: 0px; text-align: justify;">
<span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="color: #666666; font-family: Trebuchet MS, sans-serif; font-size: large;"><i>Sponge activities</i> are those activities which soak up time (like the last two minutes of class when students are getting ready to move). <i>Industrial strength sponge activities</i> are those sponge activities which encourage critical thinking and have a connection to the course content. I have used several different sponge activities over the years, from a simple writing prompt to summarize the work done in class to playing an interactive game. I am always on the lookout for new ones.</span></span><br />
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<span style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><span style="color: #666666; font-family: Trebuchet MS, sans-serif; font-size: large;">Currently, in my Geometry classes I use <span style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><a href="http://www.setgame.com/set/daily_puzzle" style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; text-decoration: none;" target="_blank"><span style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;">SET Game</span></a></strong></span> to promote inductive reasoning and <span style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><strong style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;"><a href="http://www.gamesforthebrain.com/game/guesscolors/" style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px; text-decoration: none;" target="_blank"><span style="background: transparent; border: 0px; margin: 0px; outline: 0px; padding: 0px;">Guess the Colors</span></a> </strong></span>to promote deductive reasoning. I classify both of these games as industrial strength sponge activities because they support the work done in our Reasoning and Proofs module. My students are usually interested enough to stop and play.</span></span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-69042914476224271292015-02-01T14:00:00.001+00:002015-02-01T14:04:00.590+00:00Dear Mr. Campbell Letter<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">I have been fortunate to work with some amazing teachers during my career. While doing so, I have developed into a very good thief. No, I do not claim the work of others as my own. I simply use what is working for my colleagues in my classroom. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">The best example of this is the <i>Dear Mr. Campbell Letter</i>. Back in the late 1990's, I worked with a middle school Language Arts teacher who would have each student write a letter to their parents once a week. In the letter they would describe what they had learned, what had been fun, and any problems that had developed. After writing the letter, the student gave it their parents to write a response and sign. The student then submitted the letter as one of their weekly writing assignments.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Here are the reasons I "stole" the <i>Parent Letter</i>:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">1) Students produced authentic writing samples on a regular basis.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">2) Most parents received more information from their middle school child on one page than they had ever received via a conversation.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">3) A natural reflection process developed.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">4) Students developed a voice related to their learning.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">5) As a teacher, I learned more about my students than ever before. Opportunities to adjust the course to accommodate individual differences became readily available.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Here are the modifications I made to the <i>Parent Letter:</i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">1) In mathematics, I ask my students to write a letter at the end of each quarter.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">2) I use the letter as a summative assessment. For me, the letter has become as valuable as any project, quiz, test, or exam.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">3) I ask the students to make suggestions for improving the class instead of identifying any problem they may have.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">The most satisfying result of using the <i>Dear Mr. Campbell Letter</i> is the increase in student ownership of the class as I implement their suggestions. The students see I value their opinions and respond accordingly.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><i>Reflection</i>: How might the use of such a letter impact your class? Can writing the letter be linked to any course objective or critical thinking standard? What modifications might you make if you decided to use the letter as part of your course?</span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-70531230413120553142015-01-26T19:30:00.000+00:002015-01-26T19:43:41.204+00:00Relevance and The e-Learning Certificate<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">My mind was restless and I was looking for my next challenge. I received an email from Joan Vandervelde promoting an <a href="http://www.uwstout.edu/soe/profdev/elearningcertificate.cfm" target="_blank"><span style="color: blue;">E-learning and Online Graduate Certificate</span></a>. I read the fine print and decided the program would enhance my ability to support a blended classroom. By the end of my first course, I had started my own <a href="http://www.thesimpleteacher.com/" target="_blank"><span style="color: blue;">website</span></a> and <a href="http://thesimpleteacher.blogspot.com/" target="_blank"><span style="color: blue;">blog</span></a>. In all of the courses, the interaction between students and instructors has been tantalizing. The exposure to new resources, at times overwhelming, has been exciting. The experience has been both humbling and fulfilling. My mind is left to ask, "What's next?" </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">In order to provide a snapshot of my journey, I have selected a few of the posts from my blog. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2011/02/beginning.html" target="_blank"><span style="color: blue;">The Beginning</span></a>: <i>An idealist first blog posted on February 13, 2011.
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2011/03/e-learning-crayons-and-computers.html" target="_blank"><span style="color: blue;">E-Learning: Crayons and Computers</span></a>: <i>I predict e-Learning will lead to the masterpieces of tomorrow. Posted on March 4, 2011. </i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2011/03/virtual-modality.html" target="_blank"><span style="color: blue;">The Virtual Modality</span></a>: <i>Feeling an unrefined confidence, I make the case for a new learning modality. Posted on March 5, 2012. </i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2012/06/instructional-design.html" target="_blank"><span style="color: blue;">Instructional Design</span></a>: <i>Enter David Merrill stage right with "demonstration, application, and relevance." You will also find one my earliest online usages of the phrase, "positive learning memories." Posted on June 13, 2012. </i></span><br />
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2013/05/following-your-passion.html" target="_blank"><span style="color: blue;">Cultivating and Following Your Passion</span></a>: <i>I attached passion to work ethic as many others have done. See examples. Posted on May 11, 2013. </i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2014/04/a-teachers-insight_17.html" target="_blank"><span style="color: blue;">A Teacher's Insight</span></a>: <i>We never fully know the future of those we teach. Posted on April 17, 2014.</i> </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><a href="http://thesimpleteacher.blogspot.co.uk/2014/07/common-corethe-new-swear-word.html" target="_blank"><span style="color: blue;">"Common Core"...The New Swear Word</span></a>: <i>My first mistake was to call the current debate about curriculum "moot." Posted on July 27, 2014. </i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">I am not a traditional blogger by any means. A daily mind dump is not required. I do not have a legion of followers hanging on or banging on my words. Hence, from an idealistic beginning I have settled into a therapeutic release of my thoughts. There's an occasional spike in the statistics when I reference my blog during an online course, but other than that my words simply drift in cyberspace. I assume that finding one's voice online is the same as finding it in life. What must one say in order to be heard? </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">For me, relevance is the key. If we facilitate the creation of positive learning memories relevant to the students in front of us, then our effectiveness and efficiency as instructors increases significantly. The tools collected during my e-learning certification as well as the <a href="http://www.uwstout.edu/soe/profdev/middlemath.cfm" target="_blank"><span style="color: blue;">assignment</span></a> for my internship reflect relevance. Enthusiasm, motivation, and positive learning memories will easily follow. I am excited about the road ahead. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">Merrill, D. (2008, August 11). Merrill on Instructional Design. Retrieved January 22, 2015, from <a href="https://www.youtube.com/watch?v=i_TKaO2-jXA&">https://www.youtube.com/watch?v=i_TKaO2-jXA&</a>.
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-57063707490564883562015-01-23T07:07:00.001+00:002015-01-25T10:04:45.915+00:00The Future Is Bright<div style="text-align: justify;">
<span style="font-size: large;"><span style="font-family: Trebuchet MS, sans-serif;"><span style="background-color: white; color: #353535; text-align: justify;">The future is bright! There are some amazing children </span></span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">sitting in my classroom. Their eyes are shining while their </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">hearts are beating out the rhythm of their hopes and </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">dreams. Future teachers, doctors, </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">politicians, business </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">leaders, mothers and fathers wrestle with new ideas </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">while wanting to grab onto life. Their creativity and </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">intellect are refreshing. It is their time, their moment. I </span><span style="background-color: white; color: #353535; font-family: 'Trebuchet MS', sans-serif; text-align: justify;">hope they enjoy it as much as I do.</span></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-67203511737922440992015-01-23T06:58:00.000+00:002015-01-23T07:08:35.556+00:00Climbing A Mountain<div style="text-align: justify;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><i>When you reach the summit, a secret is shared between you and the mountain. You thank the mountain for providing the challenge and you thank everyone you thought about when success was in doubt. </i></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-49427579782660123182014-12-16T04:47:00.000+00:002014-12-17T05:49:10.403+00:00The Fear Of Success<div style="text-align: justify;">
<span style="font-size: large;">What does success look, sound, feel, taste and smell like? </span></div>
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<span style="font-size: large;">Success is being the very best you can be. </span><span style="font-size: large;">Success is attaining a goal. </span><span style="font-size: large;">Success is earning a lot of money. </span><span style="font-size: large;">Hmmm... Successful people are willing to do that which unsuccessful people are not willing to do. Which begs the question, what exactly is the 'that which'? Let's move on...</span></div>
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<span style="font-size: large;">I contend the fear of success undermines our pursuit of success. This fear is rampant, almost disease-like. There is a clear reluctance to embrace the very action(s) which would lead to success. We desire the spoils of success, but in a designed act of pseudo-humility we justify behaviors which we already know will not lead to success. </span></div>
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<span style="font-size: large;">There's a saying, <i><span style="color: #0b5394;"><a href="http://quoteinvestigator.com/2014/10/20/dict/" target="_blank">The only place success comes before work is in the dictionary.</a></span></i> How then might we collate fear and work into a clear path to success? I propose the following definition. </span><br />
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<span style="font-size: large;"><i><b>Success</b></i> is the application of work to a circumstance until all fear is gone. </span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-22095776923519673142014-07-27T13:28:00.001+01:002014-07-27T13:51:48.322+01:00"Common Core"...The New Swear Word<div style="text-align: justify;">
<span style="font-size: large;">Please stop. The anger and energy being committed to arguing about curriculum is moot. Stop, please.</span></div>
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<span style="font-size: large;">The problem with education in North America is not the curriculum. It's simpler than that and can be fixed quite easily.</span></div>
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<span style="font-size: large;">Students eat a healthy breakfast and lunch, drink water throughout the day, get eight to nine hours of sleep each night, exercise for 45 minutes at least three times a week, and complete all work on time. <span style="background-color: rgba(255, 255, 255, 0);">Do your best work. </span>If you need help, ask. </span></div>
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<span style="font-size: large;">Teachers provide a clear and interesting path to learning, ensure your students and their parents know what is expected, and give frequent quality feedback. <span style="background-color: rgba(255, 255, 255, 0);"><span style="text-align: start;">Do your best work. </span><span style="text-align: start;">If you need help, ask. </span></span></span></div>
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<span style="font-size: large;">Parents realize schools are responsible for only part of your child's education. You are responsible for the rest. <span style="background-color: rgba(255, 255, 255, 0);"><span style="text-align: start;">Do your best work. </span><span style="text-align: start;">If you need help, ask. </span></span></span></div>
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<span style="font-size: large;">Administrators visit classrooms frequently, learn all of the students' names, and protect your students and faculty. <span style="background-color: rgba(255, 255, 255, 0);"><span style="text-align: start;">Do your best work. </span><span style="text-align: start;">If you need help, ask. </span></span></span></div>
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<span style="font-size: large;">Politicians support the people involved in schools, support the people involved at schools, and support the people involved with schools. <span style="background-color: rgba(255, 255, 255, 0);"><span style="text-align: start;">Do your best work. </span><span style="text-align: start;">If you need help, ask. </span></span></span></div>
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<span style="font-size: large;">Society communicate the true value of education through your proactive and productive actions. <span style="background-color: rgba(255, 255, 255, 0);"><span style="text-align: start;">Do your best work. </span><span style="text-align: start;">If you need help, ask...and please stop swearing.</span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-34121324996064071942014-04-17T09:37:00.002+01:002014-04-17T09:37:18.365+01:00Innumeracy, Evolution, and Common Core<div style="text-align: justify;">
<span style="font-family: inherit; font-size: large;">In a high school Geometry class we were solving problems involving angles measures. A student raised their hand and I took a moment to look at their work. The work in the notebook was correct and the next step was to add two whole numbers. I said, "Go ahead and add the two 15's together." Pause. Silence. The notebook was open, pencil in hand, and calculator nearby, yet the silence continued. I said, "What's 15 + 15?" Pause. Silence. "20" the student said. I said, "No, it's more than 20." Pause. Long silence. Eventually, the student said, "25". After another pause and silence routine, the student said "30". This is one of many similar student and teacher conversations I have been a part of for some time now. Trust me, I am trying to fix it. I address content relevance, enforce student accountability, and use cyclic review.</span></div>
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<span style="font-family: inherit;"><span style="font-size: large;">Innumeracy has gripped American high school children to the point of muting their ability to hold even a basic mathematical conversation. Many students arrive at high schools innumerate, unable to talk and use numbers in a manner consistent with the pre-requisite standards and skills. Even worse, are the statements used to support their inability to do math. These statements have become almost boastful. "I have never been good at Math." "I don't like fractions." "Math is my weakest subject." </span><span style="font-size: large;">Interestingly, I never hear a student "bragging" about not being able to read. </span></span><br />
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<span style="font-family: inherit; font-size: large;">All of us must pull together on this issue...I can read and I can math* must be equal. No pun intended!</span><br />
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<span style="font-family: inherit; font-size: large;">Note: The omission of "do" is intentional.</span><br />
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-83108169107980593332014-04-17T09:04:00.002+01:002014-12-17T05:55:36.948+00:00A Teacher's Insight<div style="text-align: justify;">
<span style="font-family: inherit; font-size: large;"><i>We never fully know the future of those we teach. We must model a strong work ethic, expect their best work, and prepare them to confront life.</i></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-70209828962345422652014-04-17T08:52:00.001+01:002014-04-17T08:57:32.932+01:00For Those Who Are Retiring...<div class="MsoPlainText">
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<span style="color: #666666; font-family: inherit;"><span style="font-size: large;">To our friends who are retiring from education...</span><span style="font-size: x-large;"><o:p></o:p></span></span></div>
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<span style="color: #666666; font-family: inherit;"><span style="font-size: large;">As your career in education comes to a close, we who
remain salute you. </span><span style="font-size: x-large;"><o:p></o:p></span></span></div>
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<span style="color: #666666; font-family: inherit;"><span style="font-size: large;">We understand your masterpieces, the students whom you
have taught, may not be found on display as those of van Gogh, Picasso, or
Monet, nor may society value them the same...van Gogh's Portrait of Dr. Gachet
is currently valued somewhere north of $130 million. </span><span style="font-size: x-large;"><o:p></o:p></span></span></div>
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<span style="color: #666666; font-family: inherit; font-size: large;">But know this...your masterpieces are out in the world
creating their own masterpieces. Your impact on their lives lingers. Your
legacy is living, active, and dynamic. Savor these thoughts, enjoy the journey
ahead, and thank you for the time invested in the lives of your students.
Strong work!</span><o:p></o:p></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-54629028438897091332013-05-19T15:39:00.001+01:002013-05-19T15:45:39.852+01:00Entitlement 101 <div style="text-align: justify;">
<span style="font-size: large;">Entitlement 101: In the United States, you are entitled to a free public education. We expect you to make the most of this opportunity by doing your best work in school and use your education to be a productive citizen. </span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-42216512043072735742013-05-19T15:21:00.002+01:002013-05-29T21:19:35.904+01:00Right, Wrong, and Tolerance<div style="text-align: justify;">
<span style="font-size: large;">Everyone is a person of value. </span><br />
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<span style="font-size: large;">As we go through life we develop a sense of right and wrong as well as some level of tolerance. In society we attempt to influence this process through the family, organizations (e.g. churches), and laws. </span><span style="background-color: rgba(255, 255, 255, 0);"><span style="font-size: large;">In schools we facilitate this process through the use of rules and regulations.</span></span></div>
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<span style="font-size: large;">Unfortunately, the human condition takes over and the lines of right and wrong become blurred. An attitude of "something is wrong only if I get caught" developes. Tolerance extends to limit the liability and responsibility of the individual. Hence, the logical next step becomes "you caught me, I apologize, and here is who hurt me". Liabilty and responsibility are deflected and placed elsewhere.</span></div>
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<span style="background-color: rgba(255, 255, 255, 0);"><span style="font-size: large;">Everyone is a person of value and responsible for their own actions. E</span></span><span style="background-color: rgba(255, 255, 255, 0); font-size: x-small;"><span style="font-size: large;">veryone should be extended respect. This does not imply, though, all of their actions are acceptable, nor does it imply the extension of tolerance is infinite.</span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-34173142490985797882013-05-11T06:27:00.001+01:002015-01-22T11:00:16.145+00:00Cultivating And Following Your Passion<div style="text-align: justify;">
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<span style="font-size: large;">Cultivating and following your passion* is easier said than done. In education, we have an incredible opportunity to nurture and support this pursuit. We also have the responsibility to create a culture within schools which models the sustained work ethic required to do so. Once the passion is present, though, intrinsic motivation should trump any societal norm or mandated requirement. </span><span style="font-size: large; text-align: justify;">Check out these examples below of passion and work ethic combined...</span><br />
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<span style="font-size: large;"><br /></span><span style="font-size: large;"><a href="http://www.bbc.co.uk/programmes/p013r74d" target="_blank"><b><span style="color: #0b5394;">GRINLING GIBBONS: The Michelangelo of Craving</span></b></a></span></div>
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<span style="font-size: large;"><span style="text-align: justify;"> </span><b style="text-align: justify;"><span style="color: #0b5394;">ATTRACTION: Shadow Theatre Group</span></b></span></div>
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<span style="font-size: large; text-align: justify;"> <span style="color: #0b5394;"><b>SUSAN BOYLE: I Dreamed A Dream</b></span></span></div>
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<span style="color: #0b5394; font-size: large;"><b>JERRY FISH AND THE MUDBUG CLUB</b></span></div>
<b><span style="color: #990000;">ALERT: </span><span style="color: #0b5394;">Strong</span><span style="color: #990000;"> </span><span style="color: #0b5394;">Language</span></b><br />
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<span style="font-size: large;"><span style="text-align: justify;">*<i>"</i></span><span style="background-color: rgba(255, 255, 255, 0); font-style: italic;"><i>Passion comes after you put in the hard work to become excellent at something valuable, not before. In other words, </i></span></span></div>
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<span style="font-size: large;"><span style="background-color: rgba(255, 255, 255, 0); font-style: italic;"><i>what you do for a living is much less important than how you </i></span></span></div>
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<span style="font-size: large;"><span style="background-color: rgba(255, 255, 255, 0); font-style: italic;"><i>do it."</i> (Cal Newport, 2012) </span><span style="background-color: rgba(255, 255, 255, 0);">See <u>So Good They Can't Ignore You</u></span><span style="background-color: rgba(255, 255, 255, 0); font-style: italic;">.</span></span></div>
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</div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-11004796309212184012013-02-06T11:02:00.001+00:002013-02-06T11:02:08.704+00:00(Online) Instructional Design 1<br />
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<span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">Start with <a href="http://www.youtube.com/watch?v=i_TKaO2-jXA&&safe=active" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">David Merrill On Instructional Design</span></a><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">. Listen carefully as he discusses the </span>principles of instructional design: <em>"</em></span><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"><em>demonstration"</em>, <em>"application" </em>and <em>"relevance"</em>.</span></div>
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<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><span style="font-size: large;"><span style="font-family: "Trebuchet MS", sans-serif;">Let's begin with organizing the learning guides for each unit or module of the course.<o:p></o:p></span></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><a href="https://docs.google.com/document/d/1jlB_wWiA6m1-d9MnXFv81d0LgpAmXZ5ocq2c_uAHOf8/edit" target="_blank"><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;">The Learning Guide</span></a><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><span style="font-size: large;"><span style="font-family: "Trebuchet MS", sans-serif;">The learning guide is a “one page” interactive document stating the learning goals and activities used to guide the learner through a unit or module. A learning guide should also include assessment information as well as provide an opportunity for the learner to self-assess.</span></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><o:p><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"> </span></o:p></span><span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><o:p><span style="font-family: "Trebuchet MS", sans-serif; font-size: large;"> </span></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><span style="font-size: large;"><span style="font-family: "Trebuchet MS", sans-serif;">In the learning guide provided you will see examples of reusable learning objects (RLO), to include teacher-created, online-accessed, and textbook-generated. An RLO is any resource you (re)use with your students to support their learning. </span></span></span><span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><span style="font-size: large;"><span style="font-family: "Trebuchet MS", sans-serif;">The fundamental idea is to organize the learning guide for efficient <em>"one-stop shopping"</em> by your students and their parents.</span></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-bidi-theme-font: minor-bidi;"><span style="font-size: large;"><span style="font-family: "Trebuchet MS", sans-serif;">Many of the RLO's you will need to get started are already made. Technology provides the opportunity to make those and other RLO’s more dynamic and interactive. This is where additional work and a large amount of time will be invested. <o:p></o:p></span></span></span></div>
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Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-57740662769961409252012-08-06T09:08:00.003+01:002013-05-11T05:39:36.133+01:00What ever happened to local Science Fairs?<div style="text-align: justify;">
<span class="Apple-style-span" style="font-size: large;">Science inquiry is important to the development and maintenance of a sustainable society. When critical thinking and critical analysis are placed behind entertainment, the future of the society grows dim.</span></div>
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<span class="Apple-style-span" style="font-size: large;">The skills involved in a long-term investigation project are </span><span class="Apple-style-span" style="font-size: large;">foundational to building a strong society</span><span class="Apple-style-span" style="font-size: large;">. Question generation, data collection, data analysis, and presentation of results are skills which translate to the development of people who are thinkers and problem solvers. </span></div>
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<span class="Apple-style-span" style="font-size: large;">In schools, our students should complete and present age appropriate, long-term investigation projects from 3rd grade onwards. Data collection should be rigorous. Data analysis thorough. The presentation concise and clear. As students get older (or competent in a foreign language) part of their presentation should be in their second language. The project should be interdisciplinary and include assessment from science, math, English and foreign language teachers.</span><br />
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<span class="Apple-style-span" style="font-size: large;">The richness of this experience will equip people with skills who we could expect to become significant contributors to their society.</span><br />
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<span class="Apple-style-span" style="font-size: large;">Reflection: <i>Consider a generational collection of high school graduates each having nine years of authentic investigation experience. What is their potential impact on their society? Could we conjecture a bright future for their society? Why?</i></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-32759754153777132032012-08-04T11:07:00.000+01:002013-05-11T05:42:02.200+01:00The Second Day of School<div style="text-align: justify;">
<span class="Apple-style-span" style="font-size: large;">I teach Geometry and according to the curriculum and textbook, I am supposed to begin the course by discussing <a href="http://www.brightstorm.com/math/geometry/geometry-building-blocks/three-undefined-terms-point-line-and-plane">undefined terms</a>.</span></div>
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<span class="Apple-style-span" style="font-size: large;">Let's look at this from the student perspective. They have been out of school for two months and at some point during that time they were bored. Most arrive for a new school year with excitement and hope. The excitement is to see old friends and meet new ones. The hope is they will learn and it will be fun.</span></div>
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<span class="Apple-style-span" style="font-size: large;">So back to Geometry. Excited and hopeful student arrives for Geometry. The teacher begins the course by telling 'excited and hopeful' the basis for everything they will study during the year is undefined. The student is probably thinking, well at least I was excited and hopeful yesterday.</span></div>
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<span class="Apple-style-span" style="font-size: large;">Stop the madness! Look at your curriculum, choose an activity to begin the course which will actively engage the students. Renew their hope!</span></div>
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<span class="Apple-style-span" style="font-size: large;">Here's what I do. We begin the Geometry course with transformations (also found in the first chapter). We graph a picture on the coordinate plane then move or change the picture mathematically. We use <a href="http://www.mathopenref.com/translate.html">translations</a>, <a href="http://www.mathopenref.com/reflect.html">reflections</a>, <a href="http://www.mathopenref.com/rotate.html">rotations</a> and <a href="http://www.mathopenref.com/dilate.html">dilations</a>. After transformations, we do <a href="http://www.mathopenref.com/tocs/constructionstoc.html">Geometric constructions</a> with a straight-edge and compass. So after two months of limited learning experiences, students come to Geometry and draw for three weeks (and develop skills we will use the rest of the year).</span></div>
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<span class="Apple-style-span" style="font-size: large;">Let me hear what you do to make the start of your course exciting for the students.</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-35466949232536983912012-08-04T11:02:00.001+01:002012-08-04T11:21:54.396+01:00The First Day of School<div style="text-align: justify;">
<span class="Apple-style-span" style="font-size: large;">On the first day of school your priority should be to learn the name of each student. In order to have the time to do this you need to organize the agenda for the day so this can happen.</span></div>
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<span class="Apple-style-span" style="font-size: large;">Here is my agenda for the first day. I provide students with a copy of the class policies and give them an "open notebook" quiz on the policies. Students work alone for 10 minutes, then are allowed to work with their neighbors. At this point, I find even the most reluctant learner is willing to discuss the class policies. The last question on the quiz is an essay question asking students to choose a policy and explain whether they agree or disagree with the policy. While all of this is happening I work on learning names by using a class list and the names at the top of the quizzes. Before the class ends I make eye contact with each student as I practice their name.</span></div>
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<span class="Apple-style-span" style="font-size: large;">Let's review. At the end of the first day of school, I have learned all of my students' names, they have demonstrated an understanding of the class policies, they have earned an "A" in the class and I have a writing sample for each student. Not bad for 35 minutes. Note: At my school we use a rotating block schedule with four classes meeting each day. On the first day of school, we use a modified schedule so we see all of our classes.</span></div>
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<span class="Apple-style-span" style="font-size: large;">What do you do to get the most of out of the first day of school?</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-24940787386716151182012-08-04T11:01:00.001+01:002012-08-04T11:21:10.154+01:00What's in a name?<div style="text-align: justify;">
<span class="Apple-style-span" style="font-size: large;">On the first day of school structure the agenda for the class to allow you time to memorize every student's name. Practice saying their names before they leave the class. Ask students to help you with pronunciation. Make eye contact with each student when you say their name. </span></div>
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<span class="Apple-style-span" style="font-size: large;">Learning your students' names the first day of class is more important than any policy, routine, or assignment you have for them.</span></div>
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<span class="Apple-style-span" style="font-size: large;">How do you handle learning student names?</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-82012518612916968862012-08-04T11:00:00.002+01:002012-08-04T11:20:38.971+01:00The Night Before the First Day of School<div style="text-align: justify;">
<span class="Apple-style-span" style="font-size: large;">Actually, well before the night before the first day of school consider how you want your classroom to run. What will it look like? What will it sound like? What will it feel like? What will it smell like? What will it 'taste' like? Feel, smell, and 'taste' are used here to focus on the experience of the students. After being in your classroom for 50 to 80 minutes, how will they remember the experience?</span></div>
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<span class="Apple-style-span" style="font-size: large;">What happens when the students enter the room? How will you check attendance? What are your expectations for the day, the week, and the year? How will homework, quizzes, and tests be handled? What will be your routine for class discussions? How will you handle student needs (e.g. going to the bathroom)? How will you handle unexpected interruptions? How will the class end?</span></div>
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<span class="Apple-style-span" style="font-size: large;">Develop policies and routines which will support how you want your classroom to run. Teach and reteach these policies and routines until the students know what to do. Ask for student feedback and be flexible enough to make changes. For example, recently my students asked me to change where I write the day's agenda and to spend more time discussing homework assignments. Done!</span></div>
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<span class="Apple-style-span" style="font-size: large;">Describe the look, sound, feel, smell, and 'taste' of the perfect classroom. What will you teach your students in order to achieve what want your classroom to be like?</span></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-45918148878649342172012-06-30T23:59:00.001+01:002015-01-25T10:29:38.897+00:00The Millennials Are Here!<div style="text-align: justify;">
<span style="font-size: large;"><span style="color: #444444;">The "millennials" (people born late 1970's to early 2000's) <em>"are the first generation in human history who regard behaviors like tweeting and texting, along with websites like Facebook, YouTube, Google and Wikipedia, not as astonishing innovations of the digital era, but as everyday parts of their social lives and their search for understanding."</em> (Keeter and Taylor 2009) Do they Google "learning" as they need it? Are notebooks and textbooks obsolete? How should education adapt to meet their needs?</span><span style="font-size: small;"></span></span> </div>
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<span style="font-size: large;"><span style="color: #444444;">The <a href="http://www.youtern.com/thesavvyintern/wp-content/uploads/2012/06/Millennials-IG.jpg" target="_blank">infographic</a> from the University of North Carolina's Kenan-Flagler Business School and the Youth Entrepreneur Council points out <em>"this generation prefers on-the-spot recognition to traditional performances reviews."</em> I see the residual effect of this in my classroom. The online assignments I use provide instant feedback as well as multiple tries. In the classroom, though, I am unable to provide continuous individual feedback. Students work for 80 minutes in the computer lab whereas in the classroom their effort level is less intense. The infographic goes on to say, <em>"millennials are natural collaborators, particularly when the group's purpose and goals are understood."</em> [I pause here for effect.] </span></span></div>
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<span style="color: #444444; font-size: large;">Technically savvy, desire instant feedback, prefer collaboration, and need a clear purpose, hmmmm, this is not rocket science. The students of this generation are telling us how to help them succeed. With our eyes open and creativity in place, we must produce quality assessments which remain reliable and valid to a clear purpose. We must provide efficient feedback which strikes at the teachable moment. We must involve technology and support collaboration within our assesments. The tools are available to support these things. "Millennial" education must now be real in our classrooms (face-to-face and virtual).</span></div>
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<span style="font-size: 14pt;"><span style="color: #444444; font-size: large;">As for cheating (the elephant in the room few wish to talk about), I can only offer an opinion based on a Keeter and Taylor observation, "They (the millennials) are the least religiously observant youths since survey research began charting religious behavior." Yes, I assume a lack of sincere 'religious' behavior can negatively impact ethical behavior. I am open to hear other views on this, but I find it difficult to avoid that connection when I hear of students who do not think cheating is wrong.</span></span></div>
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<span style="font-size: large;"><span style="color: #444444;">Keeter J. and Taylor P. (December 11, 2009). <em>The Millennials</em>.</div>
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Retrieved June 30, 2012, from</span> </span><a href="http://pewresearch.org/pubs/1437/millennials-profile"><span style="color: blue; font-size: large;">http://pewresearch.org/pubs/1437/millennials-profile</span></a><span style="font-size: large;">.</span></span></span></div><br />
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<span style="font-size: 14pt;"><span style="font-size: 14pt;"><span style="font-size: large;"><span style="color: #444444;">Buck, S. (June 28, 2012). <em>Managing Millennials: Why Gen Y Will Be Running the Country by 2020</em>. Retrieved June 30, 2012, from</span> </span><a href="http://mashable.com/2012/06/28/millennials-work-jobs/"><span style="color: blue; font-size: large;">http://mashable.com/2012/06/28/millennials-work-jobs/</span></a><span style="font-size: large;">.</span></span></span><br />
<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-5521599623112644761.post-80737206458759733012012-06-13T19:59:00.005+01:002012-06-13T20:01:43.553+01:00Instructional Design<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; font-family: arial, helvetica, sans-serif; line-height: 21px;"><span class="Apple-style-span" style="color: #999999;"></span></span><br />
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<span class="Apple-style-span" style="color: #999999; font-size: large;">Consider the enthusiasm demonstrated on the first day of school (any first day of school regardless of age). There is a mixture of excitement and hope. In the individual child there lies a burning question, "What will I learn today?" Buried under the social layers of seeing old friends and making new ones, children truly want to learn. "The real motivation to learn," says David Merrill, "comes when students are able to do something they were not able to do before." </span></div>
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<span class="Apple-style-span" style="color: #999999; font-size: large;">I say, then,<b> </b>instructional design is the process of sustaining positive learning memories directly related to the learner being able to do something they were not able to do before. I conjecture the accumulation of such memories will support learner growth and development as well as encourage them to want to learn for a long time.</span></div>
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<span class="Apple-style-span" style="color: #999999; font-size: large;">As for the disposition of instructional design, I say it is the combination of the art of teaching and the science of design with measures of common sense, compassion and care. Why? Simple, the perfect lesson plan does not guarantee success as does not an overdose of sensible love. There must be an orchestration of events, interactions, and results which move the learner along. Instructional design is this orchestration.</span></div>
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<span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; color: #999999; font-family: arial, helvetica, sans-serif; line-height: 21px;">Merrill, D. (2008, August 11) Merrill on Instructional Design. Retrieved June 11, 2008, </span><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; color: #999999; font-family: arial, helvetica, sans-serif; line-height: 21px;">from <a href="http://www.youtube.com/watch?v=i_TKaO2-jXA&" style="text-decoration: underline;">http://www.youtube.com/watch?v=i_TKaO2-jXA&</a> </span><span class="Apple-style-span" style="-webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; border-collapse: collapse; font-family: arial, helvetica, sans-serif; line-height: 21px;"><span class="Apple-style-span" style="color: #999999;"></span></span><br />
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</span></span>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-5521599623112644761.post-35498655926816703742012-05-07T06:02:00.000+01:002012-05-07T22:29:17.543+01:00The End Of The School Year<div style="text-align: justify;">
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<span class="Apple-style-span" style="font-size: large;">Most teachers are tired and have classrooms full of students who are ready for vacation. Yet in this moment we have an incredible opportunity to determine if mastery has been achieved. All of the work up until now has been pointing to a meaningful understanding of the subject matter. The students should be producing their best work of the year. Teachers should be tying together the loose ends of the current course and encouraging initial interest in the next course. </span></div>
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<span class="Apple-style-span" style="font-size: large;">This is also the time to evaluate the effectiveness of your classroom management routines. If your routines are working under these conditions, then they can be deemed effective. If not, fix them. </span></div>
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<span class="Apple-style-span" style="font-size: large;">Challenge yourself and your students to exhibit excellence and finish the school year strong. </span></div>
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<span class="Apple-style-span" style="font-size: large;">Even though the end is near, there is always one more thing to do. Help students to see the end can easily represent the next beginning.</span><br />
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<span class="Apple-style-span" style="font-size: large;"><i><span class="Apple-style-span" style="color: #990000;">Resource:</span></i> See also <a href="http://thesimpleteacher.blogspot.co.uk/2012/04/lifelong-learning.html" target="_blank"><span class="Apple-style-span" style="color: blue;">Lifelong Learning</span></a>, <a href="http://www.blogger.com/blogger.g?blogID=5521599623112644761#editor/target=post;postID=2264412251259187521" target="_blank"><span class="Apple-style-span" style="color: blue;">Teacher Health</span></a>, and <a href="http://www.blogger.com/blogger.g?blogID=5521599623112644761#editor/target=post;postID=7849954764322854695" target="_blank"><span class="Apple-style-span" style="color: blue;">Tips For Success In School</span></a>.</span></div>
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<a href="https://audioboom.com/boos/779561-lifelong-learning" target="_blank"><span class="Apple-style-span" style="color: #990000;">audioBoom version</span></a></div>
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<span class="Apple-style-span" style="font-size: large;">Consider the 15 year old human sitting in your classroom. What will they really remember from your outstanding orations, alarming activities, and tremendous tests? Not much really. Or at least not as much as you might think. Oh yes, there will be those moments from your classroom that will forever be etched into their brain. For example, I remember the day a bird flew into my high school English class. Unfortunately, we were not reading a Dr. Doolittle story. I am pretty sure the teacher's lesson plan did not include "bird enters stage left". </span></div>
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<span class="Apple-style-span" style="font-size: large;">What then should we do? W</span><span class="Apple-style-span" style="font-size: large;">e must help create a series of positive learning memories for our students which will drive them to want more. Creating a classroom where this occurs must become our passion. Learning must regain its place next to 'exhaustingly fun', 'rigorously exciting', and 'lifelong'.</span></div>
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<span class="Apple-style-span" style="font-size: large;">Note: Strategic placement of commas and periods have been used in this blog post. </span></div>
Unknownnoreply@blogger.com0