Thinking from Within: A Hands-On Strategy Practice

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We are becoming a society where consumers have become producers and increasingly are required to be contributors. How does this translate into the classroom? What does this mean in terms of professional development and continued learning for teachers? Institute participants will explore the relationship between literacy and documenting learning, and participate in hands-on challenges and make these connections visible. Three Questions - Dr. Gary Stager Educators like to talk about educational transformation, reinvention, or even revolution, but their practical vision for achieving such dreams rarely extends past step one.

Educators yearning to create more productive contexts for learning should at least be able to answer three essential questions about teaching and learning. This session will introduce three provocative questions via classroom vignettes and the perspectives of big thinkers whose ideas can and should shape future pedagogical practice Then there will be a chance to think aloud, clarify your stance towards the future of education, and begin planning for implementation.

A companion eBook on radical educational practices will be shared. Gary Stager National and international calls to teach computer science to every child K are laudable and in serious danger of being the most spectacular failure in the history of overhyped, and ultimately failed, educational innovations. Such an eventuality should be avoided since learning to program is a critical aspect of agency over an increasingly complex and technologically sophisticated world.

Despite unprecedented access to computational tools, very few students engage in any computing. This workshop intends to begin addressing this deficit through a discussion of sound pedagogical practices for teaching programming across grades and across the curriculum. It will argue that computing is essential for computational thinking, problem solving, math education, and project-based learning that extend beyond rhetoric or vocabulary acquisition.

We will think about how to teach programming as a consequence of actual programming experiences and lend a critical eye to the preposterous scope and sequences proposed by governments around the world. It is even possible to 3D print objects programmed in Beetleblocks, a block-based programming language.

What is Design Thinking?

Pedagogical techniques for introducing computer science and stimulating inquiry will be modeled and classroom implementation strategies discussed. Damian Bebell For many in education, using data and research can be both uninspiring and challenging.

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This session provides an enthusiastic look at how some schools are leveraging new technologies and their own tools and methods to provide more meaningful and empirically-rich data on the topics they care most about. Designed for school leadership and the data hungry educator, session attendees will learn about the latest developments and tools for data collection, analyses, and data visualizations by interacting directly to create and analyze their own data based on their own needs and interests.

As we proceed into the Learning Revolution Age, how are we to provide experiences that address the evolving methods by which students acquire and create knowledge? And how are we to design experiences to effectively support a changing paradigm? Preparing students for the complex future world which we are yet to comprehend, requires transcendental solutions that intertwine a 21st century curriculum, state of the art technologies, immersive learning spaces, a culture of Wellness, and incorporates the lessons learned from Neuroscience that affect the learning process.

We are increasingly learning about how the brain receives and retains information, how different individuals learn best, how changing technologies are facilitating new approaches for teaching and learning, and how our increasingly complex global challenges will require equally complex solutions.

Given this new knowledge, this workshop will focus on a pattern language for designing immersive learning experiences that address a new paradigm of learning, teaching, and working.


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Immersive experiences are supported by technology-infused, active and collaborative learning, facilitated by transdisciplinary strategies, reinforced with multiple learning typologies, and working in conjunction with student management tools that enable changing developments in academic, scheduling, testing, and assessment initiatives. Redesigning technology-infused lessons and units for deeper learning and student agency - Dr. Scott McLeod We have a lot of technology floating around our schools and classrooms these days.

This half-day workshop is for educators who wish to push their technology-infused pedagogy to new levels.

USING METACOGNITION TO HELP STUDENTS LEARN TO THINK LIKE BIOLOGISTS

We will use the trudacot discussion protocol to complement our efforts with SAMR, TPACK, and other frameworks in order to design and redesign lessons and units across various grade levels and subject areas. We will use actual lesson plans and video exemplars to facilitate our work. Participants should bring a willingness to rethink learning and teaching, a lack of defensiveness, and, preferably, a laptop or Chromebook because iPads don't always play nice with Google Sheets. Copyright c American School of Bombay. Work with education leaders across several strands of tech integration and emerging technologies.

Today we are beginning to notice that the new medias are not just mechanical gimmicks for creating worlds of illusion, but new languages [Trans-Literacies] with new and unique powers of expression. The advent of new and emerging technologies has made it easier than ever for students and teachers to collaborate with others around the world. Global awareness is an important part of any 21st century educational program, offering students a lens on the perspectives and experiences of people around the world.

More and more teachers across the K spectrum are looking for global partnerships for their students, ideally with classrooms in other parts of the world that are interested in collaborative learning. STEM by its very acronym implies an integration of subject matter. The essence of computational thinking CT is thinking about data and ideas, and using and combining these resources to solve problems. This engaging, collaborative Institute will highlight the latest research and trends in digital literacy.

Thinking from Within, A Hands-On Strategy Practice by J. Roos | | Booktopia

Participants will use screencasting for literary analysis and prewriting or to demonstrate problem-solving strategies, and learn to transform real data into information and real-world application. Our students are exposed to a torrent of information across multiple media. Educators like to talk about educational transformation, reinvention, or even revolution, but their practical vision for achieving such dreams rarely extends past step one.

National and international calls to teach computer science to every child K are laudable and in serious danger of being the most spectacular failure in the history of overhyped, and ultimately failed, educational innovations. For many in education, using data and research can be both uninspiring and challenging.

We have a lot of technology floating around our schools and classrooms these days. In this half-day workshop we will focus on ways that technology can enhance our leadership practices. Evernote allows principals and central office administrators to take notes, capture images, save web sites, record audio, and much, much more. As school leaders, it can be very difficult to stay on top of the latest leadership and policy developments, save interesting articles, and create resource libraries on various topics for our own learning and that of our staff.

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Sponsored products for you. FREE Shipping. The Responsive Classroom approach consists of a set of practices and strategies that build academic and social-emotional competencies. Contact Login. Core Belief In order to be successful in and out of school, students need to learn a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self-control—and a set of academic competencies—academic mindset, perseverance, learning strategies, and academic behaviors.

Guiding Principles The Responsive Classroom approach is informed by the work of educational theorists and the experiences of exemplary classroom teachers. Six principles guide this approach: Teaching social and emotional skills is as important as teaching academic content. How we teach is as important as what we teach.

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Great cognitive growth occurs through social interaction. Partnering with families—knowing them and valuing their contributions—is as important as knowing the children we teach. Classroom Practices and Strategies Responsive Classroom is an approach to teaching based on the belief that integrating academic and social-emotional skills creates an environment where students can do their best learning.