Searching for "teach"
Lawnmower Parents Are the New Helicopter Parents & We Are Not Here for It
Chances are, you’ve met this new breed of parent.
August 30, 2018
Lawnmower parents go to whatever lengths necessary to prevent their child from having to face adversity, struggle, or failure.
If we eliminate all struggle in children’s younger years, they will not arrive at adulthood magically equipped to deal with failure.
They will very likely respond in one or more of the following ways:
- Blame the professor
- Call home and beg their parents to intervene
- Have a mental breakdown or make themselves miserable
- Write nasty reviews online about the professor and their class
- Begin planning for the inevitable destruction of their college career/future
- Assume they failed because they’re stupid
- Collapse in on themselves and give up completely and stop trying
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https://pittsburgh.citymomsblog.com/mom/rise-lawnmower-parent/
The Rise of the Lawnmower Parent
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Forget Lawnmower Parents–I Was a Lawnmower Teacher
Get out of the way, I’m coming through!
What is a lawnmower teacher?
The definition of lawnmower parent is “one who goes to whatever lengths necessary to prevent their child from having to face adversity, struggle, or failure.” And it’s pretty much the same for a lawnmower teacher. The kids I teach are my children, and I did A LOT to help them along.
How to make a shift, in the interest of the students
- Notice the difficulties students have without judgement.
- Develop a strategy to help them resolve the difficulty.
- Explicitly teach the strategy.
- Create a system for monitoring use of the strategy.
- Congratulate the student when he or she uses the strategy effectively.
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more on helicopter parents in this IMS blog
https://blog.stcloudstate.edu/ims?s=helicopter+parents
Rise and Shine! How to Boost Your Teacher Brand and Digital Reputation
https://www.edsurge.com/news/2016-04-05-rise-and-shine-how-to-boost-your-teacher-brand-and-digital-reputation
Five tips to help you create a personal brand and a positive digital reputation
1. What will they find when they Google you?
2. What is branding?
Your brand is what you represent, the content that you share, your audience, your Personal Learning Network (PLN), and your teaching philosophy. You want your brand to demonstrate that you are trustworthy, and offer quality content, insightful comments, and experience. Your brand tells your audience that what you offer is of value. Together, the elements that create your brand should communicate a distinct, cohesive story. For instance, when you visit any of my social media profiles, you will see a consistent message. The avatar and logo for my website Shake Up Learning are more recognizable than my face, and that’s intentional. That isn’t to say that every brand needs an avatar. But do find a creative way to tell your personal story.
3. Choose the right platforms
There is no right or wrong platform. Choosing where you want to build your online presence depends on the audience that you want to engage. If you want to reach parents and school community stakeholders, Facebook is a strong bet. If you want to reach other educators, Twitter and Pinterest are big winners. The bottom line is that you don’t have to use them all. Find and connect with your audience where your audience resides.
4. Claim your social media real estate
Before you settle on a username, check that it’s available on all of the social media platforms that you want to use—and then keep it consistent. You will lose your audience if you make it hard to find you. Also keep your handle simple and short, and try to avoid special characters. When a new platform arrives, claim your username early even if you aren’t sure that you will maintain a presence there.
5. Optimize your social media profiles
Guy Kawasaki, co-author of The Art of Social Media, khas nearly 1.5 million followers on Twitter alone, and he offers effective social media tips in his book. Here are the basics:
- Add a picture of your face or logo. Your picture validates who you are. No more eggheads! Using the default egg avatar on Twitter says you don’t have a brand, and doesn’t tell your audience that you are trustworthy.
- Use your real name. Sure, you can lie, but that isn’t going to help you build a brand and online presence. Many platforms allow you to show your name as well as your handle.
- Link to your website, blog or About.me page. Don’t have one? Get one! You may not be ready to start a blog, but anyone can easily set up an About.me page—which is like an online resume.
- Compose a meaningful bio, which will help others find and follow you. It should describe your experience in the field of education and highlight topics that you follow like Maker Ed, Google Apps, or edtech.
- Add a cover image. Choose an image that tells your story. Who are you? What do you do that sets you apart? Canva is a graphic design tool that makes creating a cover image easy. It offers ready-made templates in the right size for all of the major social media platforms.
- Be consistent across all mediums. You want your followers to see the same brand on all of your social media profiles. This also means you shouldn’t change your profile picture every five minutes. Be recognizable.
Tools to build your brand and online presence
- About.me: A quick and easy personal homepage that shows your audience who you are and how to connect with you.
- Canva: An easy-to-use design tool for creating images, with templates for social media.
- Fiverr: A marketplace for services that you can use to commission a logo, avatar, or web design.
- Wix: A free website builder.
- Weebly: A free website builder.
- Buffer: A free web tool for sharing and scheduling content across multiple social media platforms.
- Nuzzel: A free web tool that lets you see the content trending among the people you follow.
- The Art of Social Media: A guide to creating a compelling social media presence, by Guy Kawasaki and Peg Fitzpatrick.
- What Happens in Vegas Stays on YouTube: Tips for preserving your digital reputation, by Erik Qualman.
- What Happens on Campus Stays on YouTube: Advice for students on protective their digital reputations, by Erik Qualman.
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more on digital citizenship in this IMS blog
https://blog.stcloudstate.edu/ims?s=digital+citizenship
also:
https://www.pinterest.com/pin/628252216744698154/
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https://blog.stcloudstate.edu/ims?s=virtual+reality+empathy
Magna Teaching with Technology Conference,
October 5, 2018, St. Louis, MO
https://www.magnapubs.com/teaching-with-technology-conference/plenary-sessions.html
- Thriving Minds: What’s Working, What’s Not, and What’s Next in Teaching with Technology
Michelle D. Miller, director, First Year Learning Initiative, professor of psychological sciences, Northern Arizona University
Educational technology has survived its early challenges—but is it thriving yet?
take a look at some outstanding examples of what evidence-based, engaging, technologically-enhanced teaching can look like in practice. We will then consider approaches, resources, and techniques that could help us push past some of the biggest challenges faced by our movement. These approaches include making students our allies in the fight against distraction and disengagement; explicitly considering cognitive principles when developing, incorporating and evaluating new technologies; and nurturing faculty and instructional designers as an important—perhaps the most important—source of truly useful, truly innovative ideas for teaching and learning with technology.
- What Role does/should the 3T’s of Technique, Tools, and Time Play in Modern Educational Practices?
Dave Yearwood, professor, University of North Dakota
What use are discussions about tools without some understanding about the techniques needed to maximize a tool’s effectiveness in multiple settings? What teaching and learning opportunities can educators and students take advantage of when technological tools are leveraged with proven practices to gain knowledge and understanding about what is possible? Furthermore, what factors should be considered regarding the efficient use of time in task achievement and task completion of identified learning goals in face-to-face and online settings? Tools, Technique, and Time, the 3 triplets of ePedagogy cannot be looked at in isolation. An examination of the 3t’s will be conducted with the intent of revealing through examples how the triplets can be applied/used in a complimentary fashion to help faculty and students achieve their collective identified educational objectives—increased learning and understanding with targeted applications.
- Educators as Designers and the Architecting of Learning
Remi Kalir, assistant professor of information and learning technologies, University of Colorado Denver
design and create learning environments, learning opportunities, and learning technologies.
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more on teaching with technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=teaching+with+technology
Chad, K., & Anderson, H. (2017).
The new role of the library in teaching and learning outcomes (p. ). Higher Education Library Technology.
https://doi.org/10.13140/rg.2.2.14688.89606/1
p. 4 “Modern university libraries require remote access for large numbers of concurrent users, with fewer authentication steps and more flexible digital rights management (DRM) to satisfy student demand”. They found the most frequent problem was that core reading list titles were not available to libraries as e-books.
p. 5 Overcoming the “textbook taboo”
In the US, academic software firm bepress notes that, in response to increased student textbook costs: “Educators, institutions, and even state legislators are turning their attention toward Open Educational Resources (OER)” in order to save students money while increasing engagement and retention. As a result bepress has developed its infrastructure to host and share OER within and across institutions.21 The UMass Library Open Education Initiative estimates it has saved the institution over $1.3 million since its inception in 2011. 22 Other textbook initiatives include SUNY Open Textbooks, developed by the State University of New York Libraries, which has already published 18 textbooks, and OpenStax, developed by Rice University.
p.5. sceptics about OER rapid progress still see potential in working with publishers.
Knowledge Unlatched 23 is an example of this kind of collaboration: “We believe that by working together libraries and publishers can create a sustainable route to Open Access for scholarly books.” Groups of libraries contribute to fund publication though a crowdfunding platform. The consortium pays a fixed upfront fee for the publisher to publish the book online under a Creative Commons license.
p.6.Technology: from library systems to educational technology.The rise of the library centric reading list system
big increase in the number of universities in the UK, Australia and New Zealand deploying library reading lists solutions.The online reading list can be seen as a sort of course catalogue that gives the user a (sometimes week-by-week) course/module view on core resources and provides a link to print holdings information or the electronic full text. It differs significantly from the integrated library system (ILS) ‘course reserve’ module, notably by providing access to materials beyond the items in the library catalogue. Titles can be characterised, for example as ‘recommended’ or ‘essential’ reading and citations annotated.
Reading list software brings librarians and academics together into a system where they must cooperate to be effective. Indeed some librarians claim that the reading list system is a key library tool for transforming student learning.
Higher education institutions, particularly those in Australia, New Zealand and some other parts of Europe (including the UK) are more likely to operate a reading list model, supplying students with a (sometimes long) list of recommended titles.
p.8. E-book platforms (discusses only UK)
p.9. Data: library management information to learning analytics
p.10. Leadership
“Strong digital leadership is a key feature of effective educational organisations and its absence can be a significant barrier to progress. The digital agenda is therefore a leadership issue”. 48 (Rebooting learning for the digital age: What next for technology-enhanced higher education? Sarah Davies, Joel Mullan, Paul Feldman. Higher Education Policy Institute (HEPI) Report 93. February 2017. )
A merging of LibTech and EdTech
The LITA discussion is under RE: [lita-l] Anyone Running Multiple Discovery Layers?
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more on academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library
The Fight Over Teacher Salaries: A Look At The Numbers
CORY TURNER
https://www.npr.org/sections/ed/2018/03/16/592221378/the-fight-over-teacher-salaries-a-look-at-the-numbers
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https://articles.niche.com/teacher-salaries-in-america/
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Think teachers aren’t paid enough? It’s worse than you think.
In 2015, the weekly wages of public school teachers in the United States were 17 percent lower than comparable college-educated professionals — and those most hurt are veteran teachers and male teachers.
Dealing with a ‘Culture of Fear’—Administrators on PD in the Age of Blended Learning
https://www.edsurge.com/news/2017-03-15-dealing-with-a-culture-of-fear-administrators-on-pd-in-the-age-of-blended-learning
Podcast available here: https://api.soundcloud.com/tracks/312471113/download?client_id=LBCcHmRB8XSStWL6wKH2HPACspQlXg2P
Who should deliver PD, the administrators or the teachers?
very important is for blended learning to not be a separate, compartmentalized aspect of learning at a school site.
With traditional PD, we’re bringing people in constantly and we’re taking them out of their classrooms. But I think one of the effective strategies for teachers is to actually bring them into classrooms, to see [blended learning] in action. It’s one thing to sit at a table and be given pedagogical practices and do the variety of things we normally do at a traditional PD.
In blended learning, we can move a lot of that more pedantic stuff to an online environment, and then the actual PD becomes collaborative.
one of the things that we might want to consider is the “fear factor” involved…. It’s overcoming fear and not overwhelming teachers, and that’s why delivering PD in a blended environment gives them that time to absorb, I think. I think that’s absolutely critical.
we recorded everything, had a webinar and put it on YouTube, so it was accessible for them afterwards.
I’d say along similar lines—stop introducing products or resources or tools out of context. So, if you say there’s a great new tool you may consider using and you just show the tool but there’s no context for it, I think it’s going to be difficult to get teachers to buy-in because it just seems like one more thing.
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more on PD in this IMS blog
https://blog.stcloudstate.edu/ims?s=professional+development
Burgess, D. (2012). Teach like a pirate: Increase student engagement, boost your creativity, and transform your life as an educator. San Diego, Calif.: Dave Burgess Consulting, Inc..
Riddell, R. (2018, February 1). FETC: How can administrators ensure digital-age classrooms are best serving learners? Retrieved February 2, 2018, from
https://www.educationdive.com/news/fetc-how-can-administrators-ensure-digital-age-classrooms-are-best-serving/516059/
his switch flipped when he learned more about why students like to play games. Games, he said, provide an environment where we get to try without penalty because failure is part of the journey. Everyone can be a hero, and games are goal-oriented and provide, in some ways, a representation of the world students want to be a part of. They’re social and provide positive stress.
modelling is the best way to teach
When we teach through modelling behaviour, the learner is in control, whereas teaching by shaping behaviour means the teacher is in control. In Western society, shaping has been the dominant mode for a very long time. But in other societies, it has not been the norm. For instance, Dr. Clare Brant was the first Aboriginal psychiatrist in Canada and a professor of Psychiatry at University of Western Ontario. In 1982 he presented Mi’kmaq Ethics & Principles, which included an examination of the differences in teaching between native and non-native cultures.
TeacherGaming Raises $1.6M to Grow Subscription-Based Classroom Gaming Platform
Jan 30, 2018
https://www.edsurge.com/news/2018-01-30-teachergaming-raises-1-6m-to-grow-subscription-based-classroom-gaming-platform
TeacherGaming is a subscription-based suite of educational games for the classroom, ranging from $150 to $1150 per year depending on class size. The system includes lesson plans and an analytics platform for educators to track student activity and progress.
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More on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming
more on MInecraft in this IMS blog
https://blog.stcloudstate.edu/ims?s=minecraft