Great Huff Post from Dean Shareski - Sadly, it seems many of our leaders have also missed out on the learning revolution that is taking place all around them. The second thing that has to change is our definition of "doing better". We should be asking how technology is changing teaching and learning. Questions like "What can this technolgy do that couldn't be done without it? Thes questions lead to fundamentally different ideas about what classrooms can and should look like.
Great article from Jess Minehan - Behavior is a way of communicating, and a symptom of an underlying problem. In my experience, when you dig into the roots of work avoidance, you find skill deficits in initiation, persistence, self-monitoring and/or help-seeking behavior. These are the cornerstone skills necessary to overcome the stress, anxiety and perceived or actual difficulty associated with a task."
From George Couros - Discussing initiatives such as BYOD or 1-to-1 technology initiatives, there is often a lot of fear about “balance”. First of all, the notion of “balance” is something that I truly believe should not be determined for anyone other than yourself. What is “balance” to one, might look significantly different to someone else.
From the New York Times - Colleges give prospective students very little information about how much money they can expect to earn in the job market. In part that’s because colleges may not want people to know, and in part it’s because such information is difficult and expensive to gather. Colleges are good at tracking down rich alumni to hit up for donations, but people who make little or no money are harder and less lucrative to find.
From Dan Meyer - Clarifying, because I’m frequently misinterpreted: I don’t think learning calculus without direct instruction is logistically possible over anything close to a school year, or that it’s philosophically desirable even if it were possible.
A University of Phoenix® College of Education survey conducted online by Harris Poll in April among 1,002 U.S. K-12 teachers finds only 13 percent of today’s K-12 teachers have integrated social media into classroom learning, with an overwhelming majority (87 percent) reporting they have not embraced social platforms. Additionally, more teachers are citing a reluctance to incorporate social media into classroom learning than in 2013 (62 percent vs. 55 percent).
Teens who feel a round-the-clock compulsion to participate on social media sites like Facebook or Twitter may pay a price in lost sleep. They may also face a higher risk for depression and anxiety, new research suggests.
From Teach Thought - 5 Authentic Roles For Twitter In Your School
Develop Student Thinking
Help Teachers Engage With A Global Professional Learning Network (See also 20 Ways To Improve Your PLN)
Monitor Emerging Trends
Find Professional Development
From Tom Vander Ark - The other day I woke up thinking about growth measures. I know that seems weird but better growth measures are key to the future of personalized learning and the end of heavyweight year end tests. I reached out to Matt Chapman, the CEO of NWEA, another guy obsessed with student growth.