'How Coaching Works' - The Art of Coaching Teachers UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /teachers/coaching_teachers/2013/02/how_coaching_works.html ) = NO Internal request ( 198.27.80.99 ) = NO Open House ( 2014-04-20 21:02:02 ) = NO Site Licence : ( 198.27.80.99 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( d4cede66-c81f-e57c-aa47-8354782cd299 : 3 / 3 ) = NO 0: /ew/articles/2012/07/18/36substitutes_ep.h31.html 1: /edweek/DigitalEducation/2012/12/consortium_releases_techology_.html 2: /ew/articles/2013/01/23/18Jones_ep.h32.html Access denied ( -1 ) = NO Internal request ( 66.151.111.54 ) = NO
8 Classroom Management Tips--From Google? by Jennifer Rita Nichols, TeachThought Intern One of the biggest struggles facing new teachers is figuring out how to effectively manage a classroom. This is very different from teaching–make no mistake about it! Most of us learn how to teach in our teacher education programs. While there may be a class or two where classroom management strategies are discussed, what is taught during those lessons focuses on strategies that can be applied rather easily in an ideal classroom. Beyond the fact that most new teachers start with far less than an ideal classroom, these strategies are taught to them by teachers with years of experience–teachers who have already figured out the role of ‘classroom manager’. Eventually all teachers can figure out how to manage, but many don’t stick around long enough to work it all out. While much can be gained from observing master educators, much can also be gained from learning more about business. 1) Be a good coach. 4) Be productive and results-oriented.
Professional Development for Educators What is the Arizona Technology Integration Matrix? The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, collaborative, constructive, authentic, and goal directed (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells. What is in each cell? Within each cell of the Matrix one will find two lessons plans with a short video of the lesson. Download PDF of the Technology Integration Matrix Print this page Characteristics fo the Learning Environment ← → Levels of Technology Integration Into the Curriculum
PDK Washington State Chapter #1599 PDK Journal: Washington State Kappan Our quality Washington State Kappan journal will be published two times per year with the first publication this fall. This is a quality peer-reviewed journal. We encourage you to read it and submit articles. The journal will be available online, but it will also be printed and mailed to each current member of PDK-WA. Please make sure PDKI has your most current email address and mailing address. Contribute to the Next Issue Submission deadline: July 15, 2013 Fall/Winter 2013 Issue Theme: Common Core State Standards: Policy, Alignment, Instruction, and Assessment The Common Core State Standards (CCSS), adopted by 45 states including Washington, will need to be implemented quickly by schools and districts so that teachers and students will be prepared for new assessments scheduled to commence in 2015. We are calling for theoretical/research articles, teacher-focused articles, and professional materials or book reviews on topics related to this theme.
Torsh.co IAEE - International Academy for Educational Entrepreneurs Learn It In 5 - Home WEBSITE-CONTENTS Website contents are organized by book chapter. 1. Orientation to Online Teaching and Learning 2. Elements of an Online Course: A Tour 3. 4. 5. 6. 7. 8. 9. Building the Course Foundation: Outcomes, Syllabus, and Course Online 10. Appendix A - Writing Learning Outcomes Appendix B - Using the Standards Checklist Contents DIY Professional Development: Resource Roundup Taking Charge: 5 Key Strategies for DIY PD, by Michelle Manno (2015) Educators can create their own professional development opportunities with the many resources available via social media, and by bringing their admins on board with this new model, writes Manno. DIY Virtual Professional Development: Taking Ownership of Your Learning, by Monica Burns (2015) Burns suggests seven online strategies to help teachers take ownership of their professional development, including sane ways to embrace the information-rich Twitter experience, Google Hangouts, and video tutorials. 8 Tips to Create a Twitter-Driven School Culture, by Elana Leoni (2014) Edutopia's director of social media strategy and marketing provides tips that administrators can use to create a more connected school culture by modeling Twitter use and encouraging staff to work, play, and learn through the medium. Another great post from Leoni: 5 Tips for Taking Advantage of Twitter Over the Summer.
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