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Digital and numeracy skills are amongst those that are most sought after by employers, and can help you progress in work and boost your job prospects. Digital skills can be anything from using social media and staying safe online to coding, programming or digital marketing.
House of Lords Select Committee on Digital Skills - report of session 2014-15
What is professional development? It is pretty much anything that helps one develop professionally. At the heart, professional development is about growth and learning. In the field of education, it seems like many quickly think of educational opportunities that mimic what they see in their schools. As a result, they turn professional learning and education into schooling. The problem with that is that schooling is too limiting. In this age, there are many other exciting and high-impact learning opportunities for teachers that extend beyond traditional notions of schooling. When we hear the phrase “professional development,” certain practices likely come to mind, things like in-services and conferences. In the digital age, there are countless other opportunities for professional development and restricting one’s thoughts to just a few options limits our insight into what is possible for our students. With that in mind, here is a brainstorm of 20 options available to educators today. This is far from an exhaustive list, but it is enough to start exploring the possibilities. Feel free to suggest others in a comment to this post. Learn more: Professional Development: WHY EDUcators And TEACHers Can’t Catch UP THAT Quickly AND How-To Change It LEARNing To LEARN For MY Professional Development | I Did It MY Way
Via Gust MEES, Dean J. Fusto, Mark E. Deschaine, PhD
“When we have a rich meta-strategic base for our thinking, that helps us to be more independent learners,” said Project Zero senior research associate Ron Ritchhart at a Learning and the Brain conference. “If we don’t have those strategies, if we aren’t aware of them, then we’re waiting for someone else to direct our thinking.” Helping students to “learn how to learn” or in Ritchhart’s terminology, become “meta-strategic thinkers” is crucial for understanding and becoming a life-long learner. To discover how aware students are of their thinking at different ages, Ritchhart has been working with schools to build “cultures of thinking.” His theory is that if educators can make thinking more visible, and help students develop routines around thinking, then their thinking about everything will deepen. His research shows that when fourth graders are asked to develop a concept map about thinking, most of their brainstorming centers around what they think and where they think it. “When students don’t have strategies about thinking, that’s how they respond – what they think and where they think,” Richhart said. Many fifth graders start to include broad categories of thinking on their concept maps like “problem solving” or “understanding.” Those things are associated with thinking, but fifth graders often haven’t quite hit on the process of thinking. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/ https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/
Via Gust MEES
Cuts to adult education budgets are decimating services for the vulnerable and leaving people without the opportunity to develop basic skills
It’s always been the elephant in the room when it comes to ‘digital by default’ policies across government. From the government perspective, shifting to digital channels makes perfect sense, especially in an age of austerity.... digital, inclusion, skills, cabinet office, universal credit, online, service delivery,
When it comes to an understanding of the term “literacy” most people understand it as the ability to read and write in an effort to communicate, understand and learn. That has been the accepted und... A literate educator in the 20th Century is not the same as a literate educator in the 21st Century. Our education system is loaded with many 20th Century holdovers. Most are great people, and good teachers, but they are illiterate in 21st Century terms. We need not cast them aside. They are valuable and revered sources and educators. We need to support them with methods to upgrade their literacies. It must be a priority.
Via Gust MEES
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What is professional development? It is pretty much anything that helps one develop professionally. At the heart, professional development is about growth and learning. In the field of education, it seems like many quickly think of educational opportunities that mimic what they see in their schools. As a result, they turn professional learning and education into schooling. The problem with that is that schooling is too limiting. In this age, there are many other exciting and high-impact learning opportunities for teachers that extend beyond traditional notions of schooling. When we hear the phrase “professional development,” certain practices likely come to mind, things like in-services and conferences. In the digital age, there are countless other opportunities for professional development and restricting one’s thoughts to just a few options limits our insight into what is possible for our students. With that in mind, here is a brainstorm of 20 options available to educators today. This is far from an exhaustive list, but it is enough to start exploring the possibilities. Feel free to suggest others in a comment to this post. Learn more: Professional Development: WHY EDUcators And TEACHers Can’t Catch UP THAT Quickly AND How-To Change It LEARNing To LEARN For MY Professional Development | I Did It MY Way
Via Gust MEES, Mark E. Deschaine, PhD
Teaching students good learning strategies would ensure that they know how to acquire new knowledge, which leads to improved learning outcomes, writes lead author Helen Askell-Williams of Flinders University in Adelaide, Australia. And studies bear this out. Askell-Williams cites as one example a recent finding by PISA, the Programme for International Student Assessment, which administers academic proficiency tests to students around the globe, and place American students in the mediocre middle. “Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years—than students who use these strategies the least,” the PISA report reads. Learn more / En savoir plus / Mehr erfahren: https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/ https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/
Via Gust MEES
We may graduate from school, but we never stop learning. New jobs, new roles, new relationships: all require the acquisition of new knowledge. To stop learning is to stop improving. Despite its importance, so many of us develop bad habits and faulty techniques that undermine our ability learn effectively, says Nate Kornell, an associate professor of cognitive psychology at Williams College who studies learning strategies.
Below, Kornell outlines three fundamental principles to learn by.
1. Embrace discomfort 2. Stop cramming 3. Make connections Learn more / En savoir plus / Mehr erfahren: http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Effective+Learning
Via Gust MEES, Dean J. Fusto
Teaching means… …to help another person understand. …to help another person understand why something is worth understanding. …to help another person responsibly use what they know. …to artfully connect students and content in authentic contexts. …to cause change. …to cognitively agitate. …that relationships with children are the bedrock for everything else. …to be able to see individual faces, needs, opportunities, and affections where others see a classroom of students. …that you should always know the difference between what you taught and what they learned. …to model curiosity. …that students will likely never forget you (or that one thing you said, the time you lost your temper, how you made them feel, etc.) …to know what it actually means to “understand.” …to create a need for students to reorganize and repack their intellectual baggage. …to self-critique your own biases, blind spots, and other “broken perceptions” …to make dozens of crucial decisions on the fly not per day or class but per minute. …that you’re going to be needed every second of every day in some important way. …to adjust the timing, general ‘form’, and complexity of a given content so that it seems ‘just in time, just enough, and just for me’ for each student. …to help students play with complex ideas in pursuit of self-knowledge and personal change. …to be able to create an awesome lesson plan and unit–and to know when and why to ditch that plan and unit. …to know the difference between teaching content and teaching thought. …that you need to know your content well enough to teach any concept, skill, or standard within it 20+ different ways. …that you’re going to work closely with people that will think differently than you, and learning to bridge those gaps with diplomacy could make or break your happiness …to help students transfer understanding of academic content to authentic circumstances. …to accept certain failure. …to be a lifelong learner yourself. …to disrupt social imbalances, inequities, and knowledge and skill gaps …to confront your own weaknesses (technology, pedagogy, content, collaboration, organization, communication, etc.) …to really, truly change the world (for the better or the worse). …that you’re going to need a lot of help from everyone. …to operate under unclear terms for success. …to explain, model, and connect. …to change, change, change. …that in terms of sheer mathematical probability, you’re not going to be teaching for more than five years (if you’ve already passed that, congratulations!) …that your ‘comfort zone’ no longer matters. …your teaching program probably didn’t prepare you well (e.g., your ability to empathize and engage and design are more important than anything else you learned in said program). …to practice humility.
Via Miloš Bajčetić, Gust MEES, Inma Contreras
The Blended and Online Assessment Taxonomy Infographic presents types of activities and grading and feedback criteria to help you plan better assessments.
Via Miloš Bajčetić, Yashy Tohsaku, Gust MEES
Work on this Bill of Rights & Principles began in Palo Alto, California, on December 14, 2012. We convened a group of people passionate about learning, about serving today's students, and about using every tool we could imagine to respond better to the needs of students in a global, interactive, digitally connected world. We believe that online learning represents a powerful and potentially awe-inspiring opportunity to make new forms of learning available to all students worldwide, whether young or old, learning for credit, self-improvement, employment, or just pleasure. We believe that online courses can create "meaningful" as well as “massive" learning opportunities. We believe that our culture is increasingly one in which learning, unlearning and relearning are as fundamental to our survival and prosperity as breathing. To that end, we believe that all students have inalienable rights which transfer to new and emerging digital environments.
Via Gust MEES
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