Two weeks to go for the spring book study group! I hope that you are learning new things and getting lots of ideas for your campus/department. The summer book study group will be joining the blog next week, so it will be interesting to read what others have to say about HHJ's book. This week you only have questions from one chapter, but it is a good one written by Allen November.
Chapter11:
1. How is the "disruptive" force of technologies and digital tools transforming teaching and learning?
2. How do the professionals in our school perceive this force? Explore the different attitudes by professional level and experience.
3. How can we develop new roles for professionals in our school setting so that we all become more comfortable and empowered?
4. How can our students make rigorous and meaningful contributions to the school and to their own education?
Final reading assignment: Chapters 12-13
Saturday, May 29, 2010
Monday, May 24, 2010
Chapters 9-10
Here are your questions for the week:
Chapter 9
1. Are there restrictions inherent to the forms of student assessment that we use in our school? What are those restrictions? How can we move beyond those restrictions?
2. How might digital portfolios allow our learners and teachers improve the long-term motivation and self-knowledge of our learners?
3. How does the work with digital portfolios affect curriculum decision-making?
4. The author states, "Portfolios can be used to create an ongoing dialogue between students and teachers." How could such a conversation improve performance at your school?
Chapter 10
1. How can our school setting address what the author calls the "upstream problem"?
2. How can we create a foundation with our specific constituents (students, professionals, parents, community) to educate for sustainability?
3. What might sustainable curriculum and assessment look like for our specific community at each level, K-12?
4. How might we inject and upgrade curriculum content across disciplines with an emphasis on sustainability?
Chapter 9
1. Are there restrictions inherent to the forms of student assessment that we use in our school? What are those restrictions? How can we move beyond those restrictions?
2. How might digital portfolios allow our learners and teachers improve the long-term motivation and self-knowledge of our learners?
3. How does the work with digital portfolios affect curriculum decision-making?
4. The author states, "Portfolios can be used to create an ongoing dialogue between students and teachers." How could such a conversation improve performance at your school?
Chapter 10
1. How can our school setting address what the author calls the "upstream problem"?
2. How can we create a foundation with our specific constituents (students, professionals, parents, community) to educate for sustainability?
3. What might sustainable curriculum and assessment look like for our specific community at each level, K-12?
4. How might we inject and upgrade curriculum content across disciplines with an emphasis on sustainability?
Monday, May 17, 2010
Chapter 8 questions
These questions are for the chapter by Frank Baker about media literacy:
1. How can we help our learners realize that "all media messages are constructed"?
2. What are the implications for the K-12 curriculum when media literacy includes both analysis of media messages and production of media messages?
3. What are the specific implications for media literacy in each discipline? In interdisciplinary projects?
4. How can we help students wrestle with media issues such as plagiarism, censorship, and cyber bullying?
Reading assignment for May 24: Chapters 9 and 10
1. How can we help our learners realize that "all media messages are constructed"?
2. What are the implications for the K-12 curriculum when media literacy includes both analysis of media messages and production of media messages?
3. What are the specific implications for media literacy in each discipline? In interdisciplinary projects?
4. How can we help students wrestle with media issues such as plagiarism, censorship, and cyber bullying?
Reading assignment for May 24: Chapters 9 and 10
Monday, May 10, 2010
Chapters 6-7 questions
Here are the questions for your response for the week. I will be in Austin all week in a training, so I hope to be able to do a more careful reading of all the great postings from the group in the evenings at the hotel. Quiet time is a blessing that of which I plan to take full advantage.
Chapter 6:
1. How can each teacher personalize the global experience for his/her learners?
2. How can your school and your teachers bring global perspectives directly into each subject and classroom?
3. How can we share the necessity for globalizing curriculum and instruction to our larger community shcool board, and parents?
4. What is the importance of world language instruction in our specific location?
Chapter 7: Karen Seimears at BCTAL is interested in expanding a film festival concept in BISD. I was excited to learn about Mabry Middle School's concept. Maybe we could work with Karen to make it Birdville-friendly.
1. What are the underlying motivations and actions that helped Mabry Middle School make learning irresistible? Are these ideas applicable to your school? How? Are there motivators that work better for your students and staff?
2. Does the author draw lessons from the band and orchestra classes at his school that are pertinent to your school setting? Specify.
3. What leadership qualities are used on both the programmatic and personal level to enable the faculty to thrive? Would those work for you and your staff? What would work better for your leadership and community?
4. How has the film festival and movie making work helped students take more ownership of learning? Is it possible to inject this work into your setting?
Chapter 6:
1. How can each teacher personalize the global experience for his/her learners?
2. How can your school and your teachers bring global perspectives directly into each subject and classroom?
3. How can we share the necessity for globalizing curriculum and instruction to our larger community shcool board, and parents?
4. What is the importance of world language instruction in our specific location?
Chapter 7: Karen Seimears at BCTAL is interested in expanding a film festival concept in BISD. I was excited to learn about Mabry Middle School's concept. Maybe we could work with Karen to make it Birdville-friendly.
1. What are the underlying motivations and actions that helped Mabry Middle School make learning irresistible? Are these ideas applicable to your school? How? Are there motivators that work better for your students and staff?
2. Does the author draw lessons from the band and orchestra classes at his school that are pertinent to your school setting? Specify.
3. What leadership qualities are used on both the programmatic and personal level to enable the faculty to thrive? Would those work for you and your staff? What would work better for your leadership and community?
4. How has the film festival and movie making work helped students take more ownership of learning? Is it possible to inject this work into your setting?
Monday, May 3, 2010
Chapter 5 questions
You are about halfway through the book study. I hope you are gleaning lots of useful tidbits from your reading and the comments of your peers. Here are the questions for the week:
1. In what ways has technology changed the socialization of our students since the days you were a student? A student teacher?
2. How do we see technology affect how our students access and generate knowledge? How does technology affect how we access knowledge?
3. How do we see technology changing our professional networks and knowledge?
4. How might we as a faculty or leadership team embrace these trends productively?
Next week's assignment: Chapters 6-7
1. In what ways has technology changed the socialization of our students since the days you were a student? A student teacher?
2. How do we see technology affect how our students access and generate knowledge? How does technology affect how we access knowledge?
3. How do we see technology changing our professional networks and knowledge?
4. How might we as a faculty or leadership team embrace these trends productively?
Next week's assignment: Chapters 6-7
Subscribe to:
Posts (Atom)