— Laurie Yingling (@laurieyingling) July 29, 2014
from Twitter http://ift.tt/1lfoy3M
July 29, 2014 at 07:42AM
It’s time to rethink our learning spaces. Our mission at Classroom Cribs is to enhance pedagogy and the learning experience with brain-based classroom designs that students will love.
Google Docs is a powerful word processing tool that many schools have adopted. As it’s similar to Microsoft Word and other word processing tools, most of its features are intuitive to use. However, in addition to completing many of the functions of a traditional word processor, Google Docs provides even more capabilities that can be invaluable to educators. Here are ten tricks that can make your life easier with Google Docs:
What does Science LIteracy Mean with regards to NDSS Science Standards:
Why tweet in kindergarten? Ask Mrs. Camastro, she’ll tell you.
Why her? She hates technology.
She loathes the fact I’ve put 4 computer in her room and an iPad in her hands. She gives me dirty looks every time she sees me because now I’m trying to get her to lead a Twitter professional development session.
And it’s awesome.
The keys to the kingdom are changing hands. The future belongs to a very different kind of person with a different kind of mind—creators and empathizers, pattern recognizers and meaning makers. These people—artists, inventors, designers, storytellers, care-givers, consolers, big picture thinkers—will now reap society’s richest rewards. -Daniel Pink
Recently, in educational circles, like on Twitter, there has been more and more discussion about giving students more autonomy in the classroom. Just the other day I read an article posted by @Edutopia called “Student Power” that discussed the importance of independent projects for students, citing the work of Monument Mt. Regional High in Massachusetts and other schools. Student autonomy is a way to make education more relevant to students today where the future, in Daniel Pinks words, “belongs to a very different kind of person.” Meaning, educators should be focused on ways to help students enter a new world. For example, focus on ways students can take more control of their learning, to help them to be creative thinkers rather than just critical, help them to see and recognize patterns, to be able to see and make connections, and to encourage students to be “big-picture thinkers.” I like to think also that we need to help students to see solutions where most people see problems. Independence demands trusting students and can be a very challenging transition for many teachers, but as I hope to show here, the results can be far more beneficial to teachers, schools, the students we graduate, and certainly to our collective futures.
Do you think you can pass the supreme BadgeGeek test? If so, good luck. Your challenge: make it through this interview. To appease my inner BadgeGeek, I reached out to Erin Knight, executive director of the Badge Alliance. To conclude my four-part DMLcentral series on badges, I needed her help. I wanted to gain a better understanding into her fascinating new organization but, more importantly, how it might just have solved a major problem with badge design I explored in my last post: the conflict between local versus network-wide badges. (Note: this is an abridged version of a longer interview, available in its entirety online.)
Thank you so much for joining us today, Erin. Please tell us about your history with badges and about your recent move from the Mozilla Foundation to the Badge Alliance.