Dr. Tyson feels very strongly that every teacher should blog, create podcasts, and have a strong online identity. Students and parents should know who we are by our online identity. If parents like what they see, they will move into the area. Prospective teachers will want to come and teach here.
Learned about a great new tool that is especially great to aid research when blogging or writing in other tools. It is called Zemanta. Download it and it gives links and media help you look to other resources for further sources. See some links within this blog and some sources at the bottom for further reference.
Web 2.0 is self-forming. High dynamic photography is an example. It is a community of practice that creates its own value and they welcome participation. So, how do we allow curriculum study (mastery) to be more "self forming?" How de we facilitate empowering the leaning communities in and around our class to create, share and.. How do we make learning irresistible? What role does technology have in this endeavor?
I don’t want my son to be limited to leaning only what his teacher already knows. – John Couch
TED2009: Dan Pink who wrote Whole New Mind also wrote Drive – put on your must read list
TED2008: Benjamin Zander
Working on the Work by Phillip C. Schlechty
Building Common Vocabulary
Student ownership of Learning
Teachers are the Instructional Leaders
Maximizing student achievement in a culture of caring.
Defining Best Practices for Middle Grades
Learning By Design
Curriculum Mapping
Intelligent Behaviors
Best Instructional Practices (Marzano)
Bena Kallick & Art Costa‘s work on
Habits of Mind & Intelligent Behaviors - must read
Some ideas that were brought to the table in the presentation:
- Balancing intrinsic & extrinsic motivations in your school setting
- Building a clear, irresistible, shared vision that promotes 21st century values: What have you already done; What strategies could you use to more deeply infuse the vision into the culture of the school
- Your thoughts on the current state of "irresistible" in your school and ways to enhance that
- Infusing Autonomy, Mastery, & Purpose in both teacher and student work
Phil's thinking had a deep impact on the entire staff at Mabry Middle School. The school did two book studies, with every teacher receiving a copy of each book--this was one of the two.
One of his main ideas: How students respond to the tasks they are given from their teachers in school will have a substantive and compelling impact on their academic outcome.
He describes 5 ways students respond (page 3):
1. Authentic Engagement
- results from clearly meaningful tasks of relatively immediate value to the student who is eager to take ownership of the learning and share the outcomes with a wide audience important to the student who affirm the value of the knowledge work
- results from work with little or no inherent value to the student who is merely trying to attain extrinsic outcomes (grades) that have margin value to long term goals
- minimal effort expended only to avoid punitive consequences
- disengaged from what is perceived as meaningless work but is not acting out or disrupting the learning of others
- actively subverting and disrupting the learning environment
- Patterns of Engagement (school wide systemic change)
- Student Achievement (community satisfaction)
- Content and Substance (curriculum is relevant, goals are clear, consistent, and shared))
- Organization of Knowledge (compelling, rich and varied support resources)
- Product Focused (relevant knowledge products)
- Clear and Compelling Products (committed to meeting or exceeding the assessment standards)
- A Safe Environment (physically and psychologically)
- Affirmation of Performance (people important to the student value the performance-based knowledge products)
- Affiliation (collaborative work)
- Novelty and Variety (wide range)
- Choice (Curriculum is non-negotiable; Assessment for demonstrating mastery provides considerable choice.
- Authenticity (Curriculum, instructional strategy, and assessment products are related to consequences with which the student attaches great importance.)
- Roughly guess-timate the percentage of students at each level of engagement in your school.
- What correlations do you see in Phil's work (2002), Dan Pink's book, Drive (2009), and what we do in school?
- In what ways could your staff be well served to explore the 12 standards for quality teacher-assigned student school work?
- What strategies do you have in mind to help your staff develop a common vocabulary that can then build into a common culture focused on value-added instructional practice that fosters authentically engaged student achievement focused on higher order thinking skills and contributions?
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