"2013 Children/Youth Inaugural Response, featuring real voices of real young people ages 5 to 25 talking about what they want Congress and President Obama to accomplish in the next four years. This video is a project of the Children's Leadership Council and powered by SparkAction. Add your voice at bit.ly/kidsinaug."
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Learning, Teaching & Leading Today
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Scoop.it!
How do you know what’s going on in their heads if they don’t say anything? If you have students who are too quiet, chances are there is something they are not telling you, which you’ll need to find out – fast! Via Nik Peachey 
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This is a great way to create eBooks from your own online content or from any content you find online. Via Nik Peachey, Let's Learn IT
BookChook's curator insight,
November 13, 2013 6:59 PM
Readlist enables sharing and embedding your own online content - great way to bundle a collection of your blog posts.
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From
mashable
"Meet the four finalists of the Microsoft’s Imagine Cup, which challenges students to use technology to solve the world’s toughest problems."
"Microsoft’s Imagine Cup brings students together from across the world each year, in effort to use technology to solve the world’s toughest problems.
Mashable met with four teams, hailing from Germany, Australia, the U.S. and Qatar, to learn how they are using technology to make an impact on the future.
Students are using Microsoft’s Kinect for Xbox 360, Windows 8, Windows Azure and Windows Phone in their Imagine Cup projects. Many members of the competition draw inspiration from the U.N.’s Millennium Development Goals, to create solutions to problems in the fields of education, healthcare and environmental sustainability, among others.
The Worldwide Finals will take place in Sydney, Australia, between June 6 and 10, where the winners of local, regional and online competitions will share their visions for how technology can shape the future. The 106 teams will hail from 75 countries."
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"The Boston Student Advisory Council details the history of their campaign to get student voice's heard in teacher evaluations."
Excerpt - Final Regulations On Evaluation Of Educators
603 CMR 35.00
35.07: Evidence Used in Evaluation
"2. Student feedback collected by the district, starting in the 2013-2014 school year. On or before July 1, 2013, the Department shall identify one or more instruments for collecting student feedback and shall publish protocols for administering the instrument(s), protecting student confidentiality, and analyzing student feedback. In the 2011-2012 and 2012-2013 school years, districts are encouraged to pilot new systems, and to continue using and refining existing systems, for collecting and analyzing student feedback as part of educator evaluation."
last updated: July 22, 2011
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After reading these student responses and reviewing the graph on how students learn best, it became evident the need to apply the principles of UDL in our instruction. Listen closely and learn!
"In our continuing look at what works and doesn't work for students, based on our 7300+ student survey reponses, we consider their answer to the prompt: I learn best in class when... Via Kathleen McClaskey
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Excerpt from The Innovative Educator
It's rare for education reformers, policymakers, and funders to listen to those at the heart of education reform work: The students. In fact Ann Curry who hosted Education Nation's first *student panel admitted folks at NBC were a little nervous about putting kids on stage. In their "Voices of a Nation" discussion, young people provided insight into their own experiences with education and what they think needs to be done to ensure that every student receives a world-class education. After the discussion Curry knew these students didn't disappoint. She told viewers, "Students wanted to say something that made a difference to you (adults) and they did. Now adults need to listen."
Below are [five of the twenty] sentiments shared by these current and former students during the segment.
1. I have to critically think in college, but your tests don't teach me that.
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MOOC = Massive Open Online Course The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.
Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
Topic 1 (Jan 20-Feb. 2): Connected Learning – Tools, Processes & Pedagogy Topic 2 (Feb 3-16): Digital Storytelling – Multimedia, Remixes & Mashups Topic 3 (Feb 17-Mar 2): Digital Literacy – Information, Memes & Attention Topic 4 (Mar 3-16): The Open Movement – Open Access, OERs & Future of Ed. Topic 5 (Mar 17-30): Digital Citizenship – Identity, Footprint, & Social Activism
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Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.
"Critical and creative thinking should be prioritized over remembering content"
"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.
Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."
This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.
And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"
What are these skills, you may ask. Here is a good reference where to look them up: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf (put together by the Partnership for 21st Century Skills)
Recommended. Good stuff. 9/10
Full article: www.cluttermuseum.com/make-students-curators/
(Image credit: Behance.net)
Via Robin Good, João Greno Brogueira, catspyjamasnz
Sample Student's curator insight,
May 5, 2015 10:14 PM
We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. using Scoop.it, we can ask them to do much the same thing, but they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any curriculum area. Of course it is dependent on schools being able to access any social media, but rather than thinking about what is impossible, perhaps we could start thinking about what is possible and lobbying for change.
Sample Student's curator insight,
May 5, 2015 10:18 PM
We often ask our students to create annotated bibliographies, and this focuses on their capacity to evaluate and make decisions about the validity, reliability and relevance of sources they have found. Using Scoop.it, we can ask them to do much the same thing. But they will publish their ideas for an audience, and will also be able to provide and use peer feedback to enhance and tighten up their thinking. This is relevant to any age, and any curriculum area. Of course it is dependent on schools being able to access social media. But rather than thinking about what is impossible, perhaps we should start thinking about what is possible, and lobbying for change. Could you use a Scoop.it collection as an assessment task?
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From
mashable
When doing homework, many students turn to the same websites as they do when they're surfing the web.
Via k3hamilton
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From
mashable
"A student's tuneful 10th grade chemistry class project has become a viral video."
"Give this kid an “A.” Eli Cirino, a 16-year-old high school student submitted the video above for extra credit for his 10th grade chemistry class. The reaction is probably far beyond what he expected.
The video’s so catchy that it might be churlish to point out — as many on Reddit did — that the melody seems to borrow a bit from Leonard Cohen’s “Hallelujah” a bit. On the other hand, some Redditors gave Cirino props for making the video 'pi length' — 3 minutes and 14 seconds long."
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From
chronicle
"When we tell students to study for the exam or, more to the point, to study so that they can do well on the exam, we powerfully reinforce that way of thinking. While faculty consistently complain about instrumentalism, our behavior and the entire system encourages and facilitates it.
On the one hand, we tell students to value learning for learning's sake; on the other, we tell students they'd better know this or that, or they'd better take notes, or they'd better read the book, because it will be on the next exam; if they don't do these things, they will pay a price in academic failure. This communicates to students that the process of intellectual inquiry, academic exploration, and acquiring knowledge is a purely instrumental activity—designed to ensure success on the next assessment. Given all this, it is hardly surprising that students constantly ask us if this or that will be on the exam, or whether they really need to know this reading for the next test, or—the single most pressing question at every first class meeting of the term—"is the final cumulative"? This dysfunctional system reaches its zenith with the cumulative "final" exam. We even go so far as to commemorate this sacred academic ritual by setting aside a specially designated "exam week" at the end of each term. This collective exercise in sadism encourages students to cram everything that they think they need to "know" (temporarily for the exam) into their brains, deprive themselves of sleep and leisure activities, complete (or more likely finally start) term papers, and memorize mounds of information. While this traditional exercise might prepare students for the inevitable bouts of unpleasantness they will face as working adults, its value as a learning process is dubious." via Marshall Memo
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Education as it should be - passion-based.
"This past week, major news publications featured the voices of two young people who clearly articulate the need of the educational systems to change to better meet their needs - educationally, personally, and professionally (yes, young people have professional needs). Nikhil Goyal, a 16-year-old junior at Syosset High School in New York, in the Huffington Post article, It’s Time for a Learning Revolution, states: 'Students are left out of the debate, even though (sic) we have the most important opinions. Instead of schools cherishing students’ passions and interests, they destroy them. Let’s raise kids to dream big and think different. America will need to re-kindle the innovative spirit that has propelled in the past. It’s a do or die moment. Bring on the learning revolution! I propose that we institute a 21st century model of education, rooted in 21st century learning skills and creativity, imagination, discovery, and project-based learning. We need to stop telling kids to shut up, sit down, and listen to the teacher passively.'"
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