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Anyone who reads my blog knows that I am a huge proponent of research-influenced practice, evidence, accountability, and efficacy. Below are some strategies that I utilized to help create a culture where there was accountability for growth. Create mechanisms for educators to share work through artifacts and portfolios.
It was this shift that got me thinking about how tools could be used to amplify the fantastic work of my teachers, administrators, and students to showcase efficacy in improving school culture. Along with video , pictures were one of the most potent artifacts that I used to tell our story through greater context. Image credit.
Allowing students choice over which tools they will use to create artifacts of their learning that demonstrate conceptual mastery builds a greater appreciation for learning while simultaneously preparing them for the real world. Pedagogy first, technology second when appropriate.
Administrators and teachers alike will work to establish a shared vision and subsequent plan of action for meaningful change that will hopefully lead to cultural transformation. Administrators will conduct countless observations and walk-throughs while spearheading larger change initiatives to improve achievement and school culture.
For schools looking to connect with communities, it also actuates social media channels like Instagram, twitter, facebook, and pinterest, and allows for the blogging or site updates that keep parents informed. None of this is new, really. The technology has been there for years. Parents have always been ‘informed’—but of what?
It is also cross-posted at her blog Worlds of Learning. Our Makerspace is about creating a genuine and committed culture of innovation at New Milford High School, encouraging tinkering, play and open-ended exploration for all students. The following post was written by Laura Fleming who is the Media Specialist at my school.
Most playlists culminate in a performance task or artifact intended to demonstrate students’ ability to transfer or apply what they learned working through the playlist. ” I wrote a blog about the difference , but here is a quick comparison that might help.
I also encourage educators to share their discoveries and thinking with a larger audience by doing one of the following: Write and publish a blog Produce an original podcast Create a video on the topic Design and publish an infographic. Those artifacts can also function to support other educators who are also interested in the same issues.
The first and second blogs in this series focused on providing meaningful choices when students are acquiring information and making meaning. What activities can I use to help my grade students understand the cultural/historical context of ? In this third and final installment of our “Would You Rather?”
They broaden students’ view of history and teach them to respect people from different cultures. As you teach students about a culture some may be unfamiliar with, it can pique their curiosity and renew their interest. Disney movies like Moana , Raya and the Last Dragon , and Mulan can also introduce students to Asian/Pacific heritage.
Here is a non-exhaustive list of some of these shifts in coaching and how they have contributed to cultures of continuous growth and changes in how the instructional technology coaching role is perceived: The shift to distance learning has removed many logistical and scheduling challenges coaches previously faced in a traditional school day.
With these recorded video artifacts, teaching candidates reflected on their own teaching, as well as received feedback on their practices from peers and coaches. Video reflection and analysis support culturally responsive practices, too. Check out our blog post: 12 Questions to Ask When Reflecting on Culturally Responsive Teaching
Photogrammetry and 3D modeling that shares natural or culturalartifacts. Mixed media projects that combine 360? photos, audio, and text annotation. Volumetric VR using real people and places. Three-dimensional video games and simulations.
Now that we have powerful, easy-to-use design tools and a capacity for worldwide publishing, we have an opportunity to restore the dignity and integrity of a work ethic by redefining the role of the learner as a contributor to the learning culture. — Alan November, Who Owns the Learning. This job-embedded practice cements learning 7.
Classroom Culture. Classroom Culture and Anti-bias Instruction are observation-based, where earners take structured notes while observing a live classroom, and then compose a reflective analysis and action plan for their own classrooms. Collaboration. Anti-bias Instruction.
Share non-video artifacts. This last component type — non-video artifacts — is a great example of what you can learn by talking to your users. The post Developing a Recipe for Video Professional Development appeared first on the Edthena blog. Provide feedback to peers on their videos.
One of culture, history, and scientific exploration. I love Kentucky, its people, its culture, and its landforms. And, more recently, the ceremonial, mound-building people of the Native American Hopewell culture, to be followed by Great Mississippian mound-building societies. Introduction This is a journey log.
But when you kind of flip the script, if you will, and really what you say as the non-negotiable is that these conversations will happen, that reflecting on practice is important, that is important from a research perspective, but that’s just important oftentimes from a culture perspective in a school. So I think that’s cool.
But a video artifact of what happened is as close as we can get to enabling the teacher to directly observe themselves and come to a shared understanding about what is happening in their classroom, and that shared understanding could be between them and their students. How do you build a culture of trust for teachers using video?
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