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Why we need qualified teacher librarians for the digital future — Kinderling Kids Radio — music for children and families

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Why we need qualified teacher librarians for the digital future — Kinderling Kids Radio — music for children and families

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Kinderling Kids Radio - music for children and families

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Why we need qualified teacher librarians for the digital future

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Family-friendly radio for kids and their grown-ups - listen with our free app, online or on digital radio.

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The Beginnings of my Reading Life by Caroline Petrow | Nerdy Book Club

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The Beginnings of my Reading Life by Caroline Petrow | Nerdy Book Club

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The Beginnings of my Reading Life by Caroline Petrow

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I am an ambivalent reader. I always have been. That is, until a few months ago. As a child I learned to read with little difficulty and fondly remember childhood books. Examples of avid readers fill my life including my librarian grandmother carrying a book everywhere, my mother pouring over novels during summer nights on...

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Teaching Content is Teaching Reading | HIGHLAND LITERACY

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Teaching Content is Teaching Reading | HIGHLAND LITERACY

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This video shares the importance of decoding and the use of reading strategies, highlighting the of the use of context, underlying knowledge, understanding of the text and connections that a learner makes to a text, the connections a learner makes from one text to another text and the connections a learners makes between a text to world events.

Check out our previous blog post on the Super Six Reading Strategies for information on developing comprehension strategies.

This clip also suggests that for learners to have solid comprehension skills, we need to prioritise developing a varied knowledge base alongside reading strategies so learners can apply their knowledge and understanding to summarise, infer and hypothesize.

When literacy features within interdisciplinary learning (IDL) contexts, how are you planning for knowledge development and practising/ consolidating reading skills?

Check out our previous Highland Skills for Learning, Life and Work blog post for information on supporting skills development across learning.

This entry was posted in Uncategorized on by .

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When teaching reading comprehension, how are you developing new knowledge and consolidating prior learning? This video shares the importance of decoding and the use of reading strategies, highlighting the of the use of context, underlying knowledge, understanding of the text and connections that a learner makes to a text, the connections a learner makes from one text...

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How To Figure Out What To Teach During Writing Conferences or Small Group Writing Lessons - Learning at the Primary Pond

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How To Figure Out What To Teach During Writing Conferences or Small Group Writing Lessons - Learning at the Primary Pond

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Writing conferences and small group writing lessons are fantastic ways to differentiate your writing instruction.

In a writing conference, you typically meet with one student to a) see how their work is going, b) give positive reinforcement about a strategy they are using correctly, and c) teach or review a strategy. You can read more about how to conduct writing conferences in this post.

Small group writing lessons are similar, but they take place with a couple of student at a time. They're designed to provide targeted instruction to 2-5 kids who have a similar need or who can benefit from being challenged in a certain way. You can read more about how to conduct small group writing lessons here.

However, even if you know how to conduct writing conferences and small group writing lessons, they can still be really challenging to implement. And one of the biggest challenges, in my opinion, is figuring out what to teach during a conference or small group.

At face value, it seems like it might be clear cut. Just teach or reinforce whatever you taught in your writing minilesson that day, right? Well...maybe not.

What if you taught a lesson on including humorous thought bubbles in a story, but a student is writing about when her grandfather passed away?

Or what if you taught a lesson on writing an engaging conclusion, but a few of your students have labels on their pictures and no complete sentences?

Or what if your lesson was on different ways to plan a nonfiction book, but many of your kids are right in the middle of drafting?

You get the picture.

The content of your minilesson does not always = good content for a writing conference or small group (you probably knew that already!).

The challenge, then, is figuring out how to create continuity. How can we teach writing conferences and small group lessons that meet students' needs yet are still relevant to our whole class instruction and overall goals?

Honestly, I don't think there's one right answer to this question. But in this post, I'll share my personal process and a freebie!
Photo Credit: Racorn, Shutterstock
Ahead-of-Time Planning vs. "In The Moment" Decision Making

First, I want to differentiate between ahead-of-time planning and "in the moment" decision-making.

Sometimes, I plan out ahead of time what I'm going to be working on during a one-on-one conference or small group lesson. Here are some situations when I would decide ahead of time what I will be teaching:

I've been reviewing student work and have seen an area of need or a way to challenge a single student or group of students. I then schedule either a writing conference or small group lesson to address this.

I've been working on a particular strategy with a student or group of students. I know that they need more support, so I plan a follow up writing conference or small group lesson.

However, I don't always know ahead of time what I will be teaching during a conference or small group lesson.

And it's not because I didn't have time to plan (although, hello, we all know that can happen, too!). It's usually because I have intentionally scheduled time to meet with a student and find out what she is working on. I may need to have an in-depth conversation with the child to really learn what she is thinking, and how I can help her. So I have to decide what I'll teach her during the actual conversation.

Or, in the case of small groups, I want to observe the class working, and then pull together students who have similar needs based upon my observations. Sometimes, when I'm walking around the room, I can easily see that certain kids are struggling with a concept. This type of "on the fly" small group instruction can be really helpful when we're working on something new, or transitioning between stages in the writing process.

For example, some of my Kinders have trouble transitioning between a graphic organizer and regular writing paper when I introduce a new graphic organizer. They sometimes get confused and believe that they are starting a whole new piece, rather than just transferring information. If I see that a couple of kids are having this issue, I can quickly pull them into a small group and do a little more teaching.

When I plan out my writing conferences and small groups for the week, I intentionally leave a bit of time for this type of observation and "on the fly" instruction.

I do schedule kids for individual writing conferences and/or small groups, so that I make sure I get to everyone (hopefully!) throughout the period of a week. But then I'll leave 10-15 mins each day (depending upon how long my writing block is) for pulling together small groups and/or conducting conferences based upon what I'm seeing that very day.

Deciding What To Teach During Ahead-Of-Time Planning

Deciding what I'll teach ahead of time feels a little less scary than making those in-the-moment decisions. But it can still be challenging!

The one time when (in my opinion) it's not super challenging is when you have already taught a student or group of students a skill, but they still need more work with it.

Following up with additional lessons is SUPER valuable. You may focus on the same strategy for 2-3 conferences/small group meetings in a row, if it's a valuable strategy and it's not quite sticking for the students. To do so, you can review the skill in a different way than when you taught it the first time - by choosing a different mentor text, doing shared or interactive writing, modeling writing, etc. (Leah Mermelstein suggests this in her book Self-Directed Writers).

However, we're not always following up. Sometimes we have to choose a new teaching point.

For me, the easiest way to do so is to sit down with my unit goals (I always list those out in my writing units - if you have a rubric or checklist, grab that for your planning). I reread them before I start looking at student work, so I know what to look for.

When I see a clear difference between a goal and a student's writing, I know that it could be something I can cover during a conference or small group lesson. But I have to dig a little deeper. Before planning to meet with the student about this topic, I ask myself:

Is this goal applicable to the piece the student is working on at the moment?

Is this goal "within reach"?

Here's what I mean by "within reach:" Let's imagine that one of my 2nd grade unit goals is that students will use time/temporal words (first, next, later) to tell when things happen in their stories.

But one of my students didn't include these words. The events in his story are listed out of order, and it's not even clear if they are all relevant to his topic.

In this case, I wouldn't just jump into teaching him how to use temporal words. Although it's a unit goal, it'd make much more sense for me to teach the student to a) ensure that all events listed are relevant to the story, or b) write about the events in the order that they happened.

On the other hand, what if a student IS meeting all of the unit goals? Should I just skip a conference with him?

Definitely not! This is an opportunity for me to figure out how I can help the student apply a strategy in a more sophisticated way.

For instance, let's say I'm teaching students how to add details to their personal narratives. I sit down to work with a first grade writer who includes lots of details in his personal narrative. The first grader wrote all about what he saw at the zoo.

But maybe his descriptions don't have many adjectives. For example, he wrote, "We watched the monkeys swinging on branches." That's a good sentence - but I could teach him to make it even better by adding adjectives: "We watched the tiny monkeys swinging on branches" or "We watched the monkeys swinging on high branches."

Basically, although unit goals are a fantastic starting place, I often have to go up or down a "ladder" of related skills in order to find a "within reach" skill for a particular student or group of students. I think about a continuum of related skills, and where a student's learning "falls" on that continuum.

If you use my skill continuums for reading, you know that this is how I differentiate instruction when I teach reading, too. And guess what? I have skill continuums for writing now, too!

The skills on each continuum go from easier to more difficult. You can work on one skill with one group of students and a different skill with another - all while focusing on the same ultimate goal!

Fill in your information below, and they'll be sent to you automatically!

In a nutshell, here's how I make instructional decisions ahead of time for conferences or small groups:

1. I review unit goals.

2. I look at students' writing/my notes on their work.

3. I look for areas of need or opportunities for challenging them, looking back at the unit goals and using the skill continuum as a guide.

Deciding What To Teach When Making Decisions "In The Moment"

When you sit down with a student and have just 5 precious minutes for a writing conference, you're under pressure. You need to figure out what to teach the child, and quickly! Yikes!!

Here's a series of questions I ask myself when I have to make an on-the-go teaching decision (it's quite similar to the planning process I described above):

1. When it comes to the minilesson, are they "getting it"? Could the student benefit from further instruction or more review?

2. Is the minilesson goal relevant to the student's current piece?

3. Is the minilesson goal "within reach?" If the answer to the first 3 questions is 'yes,' then I have a clear plan of action. But if not, I continue asking questions:

4. Is there another strategy we've worked on very recently that I could help this student with? (Referring to a checklist/rubric can be helpful with this.)

5. If I moved up or down a skill continuum, would I be able to better meet this student's needs?

Usually, I have some idea about what to teach after I've mentally gone through this series of questions.

But there have been PLENTY of times when I'm honestly not sure what to teach a student. This can happen when I see lots of areas for growth - then I'm not sure what to choose! But more often, it happens when a student's writing looks pretty good at first glance.

When a child is on-track with his or her writing, it's tempting to fall back on writing conventions as your teaching point. And sure, it's important to help kids use spelling strategies, correct capitalization and punctuation, and so on.

But if that's all I ever talk about with my more-skilled writers, am I helping them move forward? Not really!

This is where a skill continuum can be really helpful. If I can quickly see "what's next," I can challenge the writer without going and teaching a completely new and different strategy. And if I can, I'd rather extend learning than try and teach an entirely new strategy from scratch.

And if you're still not sure what to teach? Just give the child a compliment, mention that you're going to think more about how to help him as a writer, and move on. The information you gained from the conference is still valuable, and spending time one-on-one with a student is never time wasted!

Conclusions

My processes for planning ahead of time and in the moment are really pretty similar. The two main differences are that:

1. I consider the day's minilesson topic and what I'm seeing kids do "right now" when I make decisions in the moment, and

2. I have more time to make my decision when I plan ahead of time!

Both kinds of instructional decision making are important, in my opinion. Planning ahead is so useful, but we also have to be ready to respond to our students in the midst of writing.

I hope that sharing my process with you, as well as the skill continuums, will be helpful in your own decision-making. Happy teaching!
References
Mermelstein, L. (2013). Self-Directed Writers. Portsmoouth, NH: Heinemann.

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How To Figure Out What To Teach During Writing Conferences or Small Group Writing Lessons - Learning at the Primary Pond

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Writing conferences and small group writing lessons are fantastic ways to differentiate your writing instruction. In a writing conference, you typically meet with one student to a) see how their work is going, b) give positive reinforcement about a strategy they are using correctly, and c) teach or review a strategy.

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Wasted Professional Development – It Happened in the Library

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Wasted Professional Development – It Happened in the Library

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Too often, ideas inspired within us during a PD session, remain untried, go undiscussed, and then under the weight of our to-do lists and the post-it notes on our desks, they are crushed into a fine sand and blown away. Forgotten.

The End.

Why do we waste PD?

Sadly, a lot of post-PD ideas stay at the 'discussion level' and never really make it to the 'application level'.
This happens because we (the team, the department, the individual etc.) don't put formal structures in place to ensure such senseless wastage cannot occur. In this post, I will present one possible structure that can be used. With a bit of luck, it might help you to create one of your own, so that returns are more likely to come from your future investments into PD.

A structure for maximising PD returns

This is not fancy stuff. My structure consists of three obvious stages: (1) before PD, (2) during PD and (3) after PD. Each stage involves specific tools and tasks which 'must' be interacted with by everyone who takes part in the PD.

Stage One: before PD

Task 1: Create an online form or survey which must be completed before someone is given a place at the PD. Include questions such as the following:
What are the three main, specific institutional needs you aim to meet by doing this PD?
Which key stakeholders do you hope to benefit, and how?

Task 2: Plan for the "what next?" As a team, meet and agree upon the following:

When, where and for how long will you all meet after the PD to debrief and to create a plan of action (taking the ideas to an implementation level)?

How will impact be measured and by whom? Someone must be accountable for following up on returns.

Who needs to receive a report of the impact of the PD?

Task 3: Create a leak-proof idea bucket. In other words, set up a collaborative, cloud hosted, online area where your team can record their ideas during the PD (make sure it is accessible via smartphone, tablet and laptop/notebook). Ensure that everyone has logged in and knows how to use the application before the PD day.
(Note: if Internet fails you on the day, agree that notes are to be stored in an alternative application of personal choice, and pasted into the collaborative space when everyone is back online.)

Stage two: during PD

Task 1: Record your ideas/notes/questions in the online collaborative space space which was set up during stage one. Include photos, audio, drawings and text.

Stage three: after PD

Why do we do PD if not to affect change? This is the most satisfying stage of the process, and yet in my experience it is often the most neglected. This is where we turn our ideas and new knowledge into visible improvements within the library!
Task 1: Meet as a team.

Review the ideas and other information captured during the PD.

Map the ideas to the post-PD survey questions.

From here, the team should be able to agree on at least three key tasks or projects that can be implemented as a result of the PD, and which will produce 'measurable' positive change or improvement.

Decide what 'measurable' means in each case.

Decide who will measure what, and how, and for how long? Will software be required? Do milestones need to be applied?

Set a deadline for results. Will both qualitative and quantitative measurements taken? Will executive be able to understand the results (if you plan on sharing)?

Task 2: Delegate
Attach names and responsibilities to the tasks that collectively constitute your three key projects/actions. Agree on dates by which updates are to be given either via email or as part of a meeting. Set a deadline for task completion.

Task 3: Measure the impact.As per the process agreed upon during the first post-PD meeting, measure the success of the post-PD changes. Write it up, share it with the group and other interested parties. Use it to inform future PD choices.

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Too often, ideas inspired within us during a PD session, remain untried, go undiscussed, and then under the weight of our to-do lists and the post-it notes on our desks, they are crushed into a fine sand and blown away. Forgotten. The End. Why do we waste PD?

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Library Grits: Facebook groups supporting professional learning

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Library Grits: Facebook groups supporting professional learning

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Social media has been around for a little while now, I remember when Facebook first appeared for the general public in 2006. I joined up and I was getting poked along with other ridiculous online actions, I really couldn't work out what it was all about, then in 2007 a few of my real life friends joined and it became part of my way of keeping in touch with friends and family and staying aware of what was going on in their lives.

Twitter arrived and I was introduced to it in October 2007 by Stephen Heppell at a conference in Hong Kong. Again I had no idea how it worked, then about 18 months later it all exploded and I could see the value for professional learning when hashtags and lists are used.

Google plus arrived at bit later, and I joined, but I didn't really get into it, but I saw others made use of the longer text and groups and it worked for them.

Sometime later I started a number of Facebook Pages for local professional groups I was part of - is a page that I follow, along with and theALESS, Golden Dragon Awards, and became a moderator for the Digital Citizenship in Schools Page with a number of others. International Librarians Network Australian Teacher Librarians network . Facebook Pages need regular maintenance with constant posting by the moderators, it comes down to a few people doing the work however there is more control over what is posted and can be quite successful for organisations if managed well. I started one for my consultancy company School Librarian Connection, however, I find I am drawn more to Facebook groups. Many school libraries have their own Facebook Pages to advertise their services and resources.

After attending the ALA conference in San Fransisco in Summer of 2015, I learned there was a giant Facebook group called the ALA Think Tank, there were over 15,000 members at that time, and they were mostly posting about library related matters - all types of libraries and all types of topics. It got me thinking about how the Asia region of school librarians could be connected through a Facebook group and I started the Asia School Library Connection Facebook group. I initially connected with a few people who I knew and who would help me get this off the ground. Nine months later, the group had become so diverse in locations that the name was changed to Int'l School Library Connection where we now have over 600 people as members.

Since joining the ALA Think Tank I was made a aware of a number of other library professional sub groups and joined a few.

If you do a quick search for Library under groups, you will see there are literally hundreds of groups specific to libraries that you can join.

Facebook groups work for me as I am already on Facebook, and the group feeds come into my feed, which means I do not need to go anywhere else to access them. I prefer groups to pages as they are more interactive and I can have a proper conversation, and anyone can post, which means much more diversity and less work for the moderators in what is posted and, I need to take the good with the bad. Some groups are closed, and some are open and depending on how you feel about your posts being accessible on the wider web, you need to consider which group is right for you.

Zakir Hossain is a school librarian in Vietnam and a man on a mission, he does much research in the field of school libraries - you can see his research and published works on this website. He is currently working on how school librarians use Facebook groups for professional development. The survey is short, and will be a rich source of information on what and how school librarians are using these groups to be empowered to enhance their professional practice. He needs more people to participate in the survey to make the research viable and meaningful. If you do participate in a Facebook group, please complete the very short survey.

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Facebook groups supporting professional learning

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Social media has been around for a little while now, I remember when Facebook first appeared for the general public in 2006.

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12 Must Read Books for Librarians ~ Educational Technology and Mobile Learning

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12 Must Read Books for Librarians ~ Educational Technology and Mobile Learning

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June 3, 2016
In this week'sBooks for Teachers series, we are sharing with you this collection of some of the most popular books for librarians. These works cover some state of the art topics in library science including: insights on the rapidly changing environments of information retrieval services, library research techniques and management methods, library 2.0, developing scholarly writing projects in library science, the ins and outs of working with online database, learning about the best tactics in doing online research, learning the art of successful grant writing for libraries and many more.

1- Collection Management Basics, 6th Edition, by G. Edward Evans (Author), Margaret Zarnosky Saponaro (Author)
'Now thoroughly revised for today's 21st-century library environment, this title provides a complete update of the classic Developing Library and Information Center Collections―the standard text and authority on collection development for all types of libraries and library school students since 1979.'

2- Management Basics for Information Professionals, 3rd Edition, by G. Edward Evans (Author), Camila Alire (Author)
'Reflecting the rapidly changing information services environment, the third edition of this bestselling title offers updates and a broader scope to make it an even more comprehensive introduction to library management. Addressing the basic skills good library managers must exercise throughout their careers, this edition includes a completely new chapter on management ethics. Evans and Alire also pay close attention to management in "new normal" straitened economic conditions and offer updates on technological topics like social media'.

3- Handbook of Academic Writing for Librarians , by Christopher V. Hollister (Author)
'The Handbook of Academic Writing for Librarians is the most complete reference source available for librarians who need or desire to publish in the professional literature. The Handbook addresses issues and requirements of scholarly writing and publishing in a start-to-finish manner. Standard formats of scholarly writing are addressed: research papers, articles, and books. Sections and chapters include topics such as developing scholarly writing projects in library science, the improvement of academic writing, understanding and managing the peer review process including submission, revision, and how to handle rejection and acceptance, assessing appropriateness of publishing outlets, and copyright.'
4- Library Management 101: A Practical Guide, by Diane L. Velasquez (Author, Editor)
'Knowing the principles of general management is both useful and necessary for LIS students, but it s no less important to learn management techniques specific to the world of libraries. Created to fill a surprising educational void, this edited volume focuses on best practices from library management experts teaching in LIS programs across the country. Among the many topics discussed are: Classic and modern theories of management, and how they apply to the library, human resource planning, marketing and public relations, negotiations, mediation, and financial management of the library, facilities management'.
5- Librarian's Guide to Online Searching: Cultivating Database Skills for Research and Instruction, 4th Edition, by Suzanne S. Bell (Author)
'This groundbreaking textbook and guide for library school students and librarians will help you―regardless of experience level or environment―learn the ins and outs of working with online databases, the best tactics for effective research online, and the methods for conveying these search skills to others.'

6- Foundations of Library and Information Science, Third Edition , by Richard Rubin (Author)
'Rubin explores the ever-growing impact of the World Wide Web, the impact of blogs, wikis, and social networks on services, electronic publication including e-books, digital libraries, digital preservation, mass digitization, and digital repositories, and Functional Requirements for Bibliographic Records (FRBR). His unique insights into these technologies and their impact on library services, policies, and legal standards are all part of why this book forms the essential foundation one needs to succeed as an information professional.'

7- Empowering Learners: Guidelines for School Library Media Programs, by AASL (Creator)
'Guiding principles for school library media programs must focus on building a flexible learning environment with the goal of producing successful learners skilled in multiple literacies. Defining the future direction of school library media programs is the purpose of the newest set of guidelines from the American Association of School Librarians (AASL), entitled Empowering Learners: Guidelines for School Library Media Programs.'

8- Collection Development and Management for 21st Century Library Collections: An Introduction 1st Edition, by Vicki L. Gregory (Author)
'Practical and to the point, here's an authoritative guide to collection development and management that covers the entire gamut: Chapter 1: The Impact of New Technologies on Trends in Collection Development and Management; Chapter 2: Needs Assessment in Collection Development; Chapter 3: Collection Development Policies; Chapter 4: Selection Sources and Processes; Chapter 5: Acquisitions; Chapter 6: Budgeting and Fiscal Management; Chapter 7: Assessment and Evaluation of the Collection, including Deselection (Weeding); Chapter 8: Cooperative Collection Development and Resource Sharing; Chapter 9: Marketing the Collection and Outreach to the Community; Chapter 10: Legal Issues in Collection Development; Chapter 11: Diversity and ADA Issues; Chapter 12: Gifts and Exchanges; Chapter 13: Professional Ethics and Intellectual Freedom; Chapter 14: Preservation; Chapter 15: Future of Collection Development and Management.'
9- Basic Research Methods for Librarians, 5th Edition , by Lynn Silipigni Connaway (Author), Ronald R. Powell (Author)
'This thoroughly updated introduction covers the major issues involved in designing and conducting original research relevant to the fields of library and information science. Library and information science examples to explain research methodologies and techniques,explanations and examples of sampling procedures, a table for determining sample sizes and a random number table, notes at the end of each chapter, plus a list of more than 400 research-related references at the end of the book.'

10- Grants for Libraries: A How-To-Do-It Manual (How-to-Do-It Manuals for Librarians) , by Stephanie K. Gerding (Author), Pamela H. Mackellar (Author)
'Expert grant writers Gerding and MacKellar have created a "do-it-yourself" book and CD-ROM for fundraisers. They carefully outline the grant-writing process and provide a proven step-by-step strategy for getting your grant. More than 15 success stories from a variety of institutions and for various funding purposes are provided on the CD for you to model, adapt, or incorporate into your own winning proposals.'

11- Library: An Unquiet History 1st Edition, by Matthew Battles (Author)
'Through the ages, libraries have not only accumulated and preserved but also shaped, inspired, and obliterated knowledge. Now they are in crisis. Former rare books librarian and Harvard MetaLAB visionary Matthew Battles takes us from Boston to Baghdad, from classical scriptoria to medieval monasteries and on to the Information Age, to explore how libraries are built and how they are destroyed: from the scroll burnings in ancient China to the burning of libraries in Europe and Bosnia to the latest revolutionary upheavals of the digital age.'
12- Introduction to Modern Information Retrieval, 3rd Edition , by G. G. Chowdhurry (Author)
'The recently revised third edition of this highly regarded text blends traditional theories, techniques and tools with coverage of cutting-edge advancements and sophisticated new technologies in information retrieval (IR). Unique in its scope, author G.G. Chowdhury s exhaustive guide spans the whole spectrum of this rapidly expanding field'.

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June 3, 2016 In this week'sBooks for Teachers series, we are sharing with you this collection of some of the most popular books for librarians.

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Top 100 Tools for Learning 2015 | Centre for Learning & Performance Technologies

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Top 100 Tools for Learning 2015 | Centre for Learning & Performance Technologies

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This article was written by Jane Hart, for November 2013 edition of eLearning Age magazine.

As it's Award season, I thought I would write my column this month about my own survey of learning tools that I have been running for the last 7 years and from which I compile an annual Top 100 Tools for Learning list.

These lists have now become very popular, and at the time of writing this article (mid-October 2013) the 2011 list of tools has been viewed nearly 1 million times, and the 2012 list nearly 600,000 times on Slideshare. Furthermore, the 2012 list was also included in the Kleiner Perkins Caulfield Byers Internet Trends 2013 slideset viewed over 2.5 millions on Slideshare. KPCB is, by the way, a venture capitalist firm, so their presentation is used to identify worldwide trends in many different areas of Internet life and use.

Back to this year's list, and I released the Top 100 Tools for Learning 2013 on 30 th September, which I compiled from the votes of over 500 learning professionals - from education and workplace learning - working in 48 countries worldwide.

You can view the full list at C4LPT.co.uk/top100tools where there are links to pages with further information about each of the tools appearing on the list - for example their cost, availability, past rankings and some of the comments from those who voted for them. But here are some of the highlights from the Top 10 of the list.

Twitter retains its #1 position for the 5th year running.

Google Docs (now known as Google Drive) moves up to 2nd place and takes YouTube's place from last year.

PowerPoint regains its 2007 position on the list at No. 5.

Evernote moves up into the top 10 at No. 6.

Google+ and Google Hangouts takes the No. 10 position on the list

This year's list, like previous lists, is once again dominated by free online social tools - which are being used for a range of personal and professional learning activities. However, a number of e-learning authoring tools have made a good showing this year.

But this year, I thought I would add an extra dimension, and highlight some of the key tools by awarding some Best Of Awards. These are shown in the table below - and I also include (in brackets) their position on the list.

If you'd like to find out more about how to use these tools, I have also produced a Practical Guide to the Top 100 Tools for Learning 2013, which is available in both a web-based and PDF format.

Best presentation tool

Best e-learning authoring tool

Best screencapture or screencasting tool

Best live e-learning/webinar tool

Gold: Jing (27)
Silver: Camtasia (28)
Bronze: Snagit (31)

Gold: Google Hangouts (10)
Silver: Adobe Connect (30)
Bronze: Webex (44)

Best learning management system
or learning platform

Best file sharing tool

Gold: Moodle (11)
Silver: Coursera (38)
Bronze: eFront (67)

Gold: YouTube (3)
Silver: Slideshare (16)
Bronze: Flickr (52)

Best social network

Best private social networking platform

Best collaboration tool

Best curation tool

Best file storage / synchronization service

Best newcomer
(not appearing in another category)

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Top 100 Tools for Learning 2013: Best Of awards

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This article was written by Jane Hart, for November 2013 edition of eLearning Age magazine. As it's Award season, I thought I would write my column this month about my own survey of learning tools that I have been running for the last 7 years and from which I compile an annual Top 100 Tools for Learning list.

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Sketchnoting For Reflection | Langwitches Blog

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Sketchnoting For Reflection | Langwitches Blog

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As a reader of my blog, you have followed my journey into exploring Sketchnoting since April 2014. I have come a long way by studying and learning from other sketchnoters: their techniques, their tools, their thinking process, their signature people, objects and metaphors.

If have gone from asking myself WHAT can you Sketchnote? to Sketchnoting as a Form of...

WHAT can you Sketchnote? Sketchnoting as a Form of... Click To Tweet

Sketchnoting as a FORM OF reflection,notetaking,visual thinking,content creation, mind mapping,... Click To Tweet

I am experimenting with a variety of goals, as I am sketchnoting, wanting to be aware of how I react to each form in terms of my thinking process and learning involved.

Reflection : "We don't learn from experiences, we learn from reflecting on the experience" John Dewey

Note Taking: How can we summarize main ideas visually?

Visual Thinking: How can we make thinking visual and visible to others?

Content Creation: How can we take concepts and content, in order to be able to share visually to appeal to a larger audience

Memory Aid: Doodling triggers memory after the event has passed. Visuals beat text when it comes to remembering

Process Ideation: Documenting the formation of concepts and ideas

Storytelling: Conveying of events through images and text

Mind Mapping: Brainstorming and organizing of ideas, thoughts and connections

I am specifically intrigued by sketchnoting as a FORM OF REFLECTION. As Visible Thinking Routines (by Project Zero) have proven to be very helpful in making thinking visible, I prepared an easy to follow routine to reflect when sketchnoting. Disclaimer: this is not meant to be a one- size- fits- all reflection routine, just one of many ways one can take advantage of sketchnoting to support a reflection process.

Sketchnoting as a FORM OF REFLECTION. Click To Tweet

1. Topic

What do I know?

What have I learned?

How can I apply what I learned?

How do I summarize in a Headline what I learned?

2. Objects & People

How can I make my thinking visible?

How can I represent an idea?

3. Actions

What conclusions will I draw?

What are my goals?

Another routine is Peter Pappas' Taxonomy of Reflection

This past week, I had the opportunity to facilitate a session about Sketchnoting for Reflection at the end of the 3 day ASCD Camp Connect21 conference in Washington, DC. It was the perfect moment to help participants become aware of their thinking and learning process as they reflected via sketchnotes of their learning experience at the conference. Next stop? How do we bring Sketchnoting for Reflection to our students as yet another tool in their toolbox.

Below find a few samples of the reflection results:

Examples of Sketchnoting as a FORM OF REFLECTION Click To Tweet

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As a reader of my blog, you have followed my journey into exploring Sketchnoting since April 2014. I have come a long way by studying and learning from other sketchnoters: their techniques, their tools, their thinking process, their signature people, objects and metaphors. If have gone from asking myself WHAT can you Sketchnote?

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Learning Theories, Learning Models, Learning Theory Summaries - in Plain English!

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Learning Theories, Learning Models, Learning Theory Summaries - in Plain English!

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Premium Membership Discount!

June special: 15% off Premium Memberships!

Become a Premium Member to receive full access, print feature, removing all ads, free lifetime downloads and updates to all ebooks and content. Much cheaper than a textbook! Use discount code: STUDY2020 to take 15% off a premium subscription. Prices will go back up at the end of the month.

Offer expires June 30, 2020

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Summaries of Learning Theories and Models - Learning Theories

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Premium Membership Discount! June special: 15% off Premium Memberships! Become a Premium Member to receive full access, print feature, removing all ads, free lifetime downloads and updates to all ebooks and content. Much cheaper than a textbook! Use discount code: STUDY2020 to take 15% off a premium subscription.

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“professional learning network” | ResourceLink

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“professional learning network” | ResourceLink

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flickr photo shared by kleuske under a Creative Commons ( BY-SA ) license
If there is one thing that is true of education today, it is that change is the only constant. Staying abreast of educational change can seem like a full time job in itself, and sometimes it seems fair enough to think that it is just not possible to stay afloat amid the overwhelming amount of information that is presented to us every day.

You are not alone! We are living in an age of information abundance, and it is no longer reasonable to expect that any one person can hold the entirety of knowledge on any particular topic within their brain, nor keep up with the rate of change in knowledge and information. In fact, people like David Weinberger, author of books such as (the extremely long titled) Too Big to Know: Rethinking Knowledge Now That the Facts are not the Facts, Experts are Everywhere, and the Smartest Person in the Room is the Room and Everything is Miscellaneous go so far as to say that technology is reshaping the way we understand and experience knowledge, and that we must begin to teach network literacy, as it will be the connections that we have, and the ability to access information when we need it that will be a determinant of success in the future, rather than the ability to store knowledge in our own brains, which has previously been how we have assessed expertise.

As educators, we know more than anyone that in a rapidly changing world, a student who has learned how to learn, who is flexible and is able to transfer skills across contexts, and who knows how, when and of whom to ask the right questions are likely to be the most successful - in life, if not in standardised tests.
flickr photo shared by purplechalk under a Creative Commons ( BY-SA ) license
So in an environment of infowhelm, who can we turn to to seek support, ask questions, share learnings and sometimes just have a laugh (or cry!)? Teachers have always been able to turn to each other for this support, however in a networked world, we are fortunate in that we can reach beyond the boundaries of our own school, and connect with others all over the country and the world.

These well-known diagrams by Alec Couros sum up the potential of making connections for the 21st century educator:

flickr photo shared by courosa under a Creative Commons ( BY-NC-SA ) license

flickr photo shared by courosa under a Creative Commons ( BY-NC-SA ) license

A networked teacher, connecting to the many sources which Alec Couros has described above, has a very healthy PLN - a Personal, Professional, Passionate Learning Network - a community of like-minded individuals who might never meet in person, but which challenge, push, share, teach and support each other.

flickr photo shared by mrsdkrebs under a Creative Commons ( BY ) license

All of this talk about having a support network sounds nice...but educators are busy people, and you may feel you need more convincing that connecting and developing a PLN is worth the effort. Don't just take my word for it! Here are some of the wonderful members of my PLN, sharing why they love having a network of teachers and thought-leaders at their fingertips...

So if you are convinced...or even if you want to give it a go...there are many tools that you can use.
One of the most popular is Twitter, and I have written before on the value of using this tool as a way of making connections with other educators (just click on the link above or on the image below to read the blog post about how to get connected using Twitter).

Of course, Twitter is just one tool; you can build your PLN using Facebook, through subscribing to blogs, by contributing to communities on Google Plus or Diigo, or by connecting with and following curators on Scoopit, Pinterest or Pearltrees. You can choose one or all - the beautiful thing about PLNs is that they are PERSONAL! No one can tell you how best to grow your connections, or which tools will suit you best! You can spend as little or as much time as you like developing your networks, and the flexibility of online PLNs is that they are always accessible - either during working hours, or after hours, whether you are a night person or a morning person, a visual person or a verbal one - you learn the way that suits you best, where it best suits and when.

Hopefully this post has whetted your appetite for exploring the potential of developing your own PLN.

If so, these resources may get you on your way:

You can also check out my presentation, which I shared at the Edutech Conference in Brisbane in June 2015, (see below) or become part of my PLN - you can follow me on Twitter as KayC28.

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flickr photo shared by kleuske under a Creative Commons ( BY-SA ) license If there is one thing that is true of education today, it is that change is the only constant.

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An Update to the Upgraded KWL for the 21st Century | Langwitches Blog

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An Update to the Upgraded KWL for the 21st Century | Langwitches Blog

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In 2011, I wrote a blog post, titled Upgrade your KWL Chart to the 21st Century. It described how I learned about a new version of the traditional KWL (What do I Know, What do I Want to know and what have I Learned) via Chic Foote as it snuck in an " H"(How will I find out). That "H" seemed to make the increased importance of the information literacy visible. I ended up on Maggie Hos-McGrane's blog, which, according to John Barell's book Why are School Buses always Yellow?, added yet two other abbreviations (" A"- What action will I take and " Q"-What further Questions do I have?) to make up a KWHLAQ acronym.

Interested in learning even more about Upgrading the KWL chart to the 21st Century? I created a course that walks you step-by -step through applications in the classroom.

The blog post included the visual chart below, which seemed to have made it the most popular blog post searched for and shared on Langwitches of all times. That seemed to demand an update to the visual after 4 years. 🙂 I have used the chart consistently over the last few years as a framework to upgrade FOR the 21st century in lesson planning, professional development workshops, coaching and working directly with students and teachers. An essential component of sharing, as a teacher, is the knowledge that one's work has an impact on other teachers and students, who most likely one will never meet. It is even more gratifying reading of the excellent work others have done:

I have also used the KWHLAQ chart as one framework to promote Reflection as Part of the Learning Process, Not as an Add-on. In the following visual below I share ideas of how to embed the KWHLAQ framework in analog and digital activities. I am continuing to be intrigued by John Barell's original inquiry strategy, how to use to bring awareness and experience opportunities for modern learning skills and literacies. Since Project Zero's Visible Thinking Routines have been playing an integral part of my continuous work of Documenting4Learning, is was an easy connection to bring in the routines as a strategy in the KWHLAQ flow.

The new visual below is intended to give teachers and students more choices of make their thinking and learning visible using the following platforms, activities, tools, Visible Thinking Routines as an option or starting off point. The suggestions include tools and platforms that are specifically suited to connect, collaborate, communicate and create, 21st century style, one's process and make it easier to amplify and to document4learning. The framework is based on

REFLECTION being an integral part of the learning process

the understanding that through technology tools our access to INFORMATION has exponentially expanded as well

our ability to take ACTION beyond affecting people we are able to reach face to face

that technology tools allow us to express and communicate in OTHER FORMS of media beyond words and text

What do you think? What other platforms, tools and activities would you include and organize according to the KWHLAQ chart? Let's crowdsource more resources for the use of KWHLAQ for the 21st Century!
Interested in learning even more about Upgrading the KWL chart to the 21st Century? I created a course that walks you step-by -step through applications in the classroom. Head on over to amplifiEDucation to check it out.

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An Update to the Upgraded KWL for the 21st Century

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In 2011, I wrote a blog post, titled Upgrade your KWL Chart to the 21st Century. It described how I learned about a new version of the traditional KWL (What do I Know, What do I Want to know and wh...

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The Importance of Wait Time and Think Time | TWO WRITING TEACHERS

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The Importance of Wait Time and Think Time | TWO WRITING TEACHERS

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The Importance of Wait Time and Think Time

Last week, on a sunny spring day, I wandered around the perennials section at our local greenhouse.

"What're you looking for today?" asked one of the salespeople, smiling.

"Umm..."

"Our geraniums are really great. They're over on that side. Or are you looking for something else?" She gestured to the left.

"Well, I... I need something that can grow in a shady spot."

"Do you want coleus?"

"What's that now?"

"Or do you want something like a shrub?"

"Well..." I stammered.

But before I could respond, the overly-enthusiastic salesperson went on to describe every shrub on the premises. She was so bubbly and friendly that by the time there was a moment to get a word in edge-wise it had become awkward to tell her, actually I didn't want a shrub at all. I was looking for hanging baskets.

"Thanks for all your help," I said. "I think I'll just look around for few minutes to decide."

As she walked away, I was reminded of a writing conference I had taught just a few days earlier with a kindergarten boy, who literally said at the end of the conference, "Thanks, but no thanks." I had laughed to myself at the time, thinking Out of the mouths of babes... but now I realized: that poor kid didn't get more than a few sentences in during our conversation. I had probably done the same thing that the salesperson had just done to me: I wasn't leaving any time to think.

In order to teach well, it's important to make sure you leave time for students to actually think about your question and formulate a response. It's also important to leave time after a student's response for you to think about what the child has just said and formulate your own teacherly response.

Researchers call this "wait time 1" (leaving time for students to think and respond) and "wait time 2" (leaving time after students respond for teacher to think). This article is a sort of classic summation of that research, and this one is a somewhat updated version of the same concept. Decades of research have shown that leaving at least 3 seconds of wait time can have all kinds of benefits for kids:

Kids responses tend to be longer; they elaborate more on what they have to say

Responses tend to be more correct

Fewer "I don't know's" or silence in response to teacher prompts

More students volunteer responses

Kids' academic achievement scores tend to be higher in classrooms with more wait time

Researchers have found that teachers who incorporate wait time are also better teachers:

They ask a wider variety of types of questions and in different ways

They ask fewer questions, but better questions

They ask more questions that require higher level thinking

So how do you become the kind of teacher who leaves plenty of think time? How do you go from rapid-fire, to more thoughtful questioning?

Here are a few tips:

1. Count to five seconds in your head, butterfly-one, butterfly-two, butterfly-three, butterfly-four, butterfly-five.

2. Tell kids that you are working on wait time, and recruit their help. Encourage them to leave wait time for each other as well.

3. Don't just work on counting seconds-practice actively listening to kids: look at them when they're speaking, say back what you just heard them say, ask clarifying questions, encourage them to actually say aloud what they really mean instead of assuming or saying it for them.

4. Simply say less. Bite your tongue and just... wait... to hear what kids have to say.

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The Importance of Wait Time and Think Time

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Last week, on a sunny spring day, I wandered around the perennials section at our local greenhouse. "What're you looking for today?" asked one of the salespeople, smiling. "Umm..." "Our geraniums are really great. They're over on that side. Or are you looking for something else?" She gestured to the left.

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Nonfiction Picture Book Wednesday: Professional Books for Teachers and Librarians — Kid Lit Frenzy

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Nonfiction Picture Book Wednesday: Professional Books for Teachers and Librarians — Kid Lit Frenzy

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Since I have been pondering ways to improve reading comprehension for English Language Learners, I have been going through a number of books that I have looked at before but felt the urge to return to and spend some additional time thinking about it and how to share it with teachers. Notice & Note has been one of those books. What books have your found absolutely critical in influencing your thinking on reading comprehension?

Here are a couple of books that I have spent a lot of time with this year:
These are the books that currently are knocking about in a book bag, or my car, or my night stand. Some I have read in parts and others I still have to read and others I have read and referenced over and over again.

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Nonfiction Picture Book Wednesday: Professional Books for Teachers and Librarians

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Recently, I was re-reading Notice & Note: Strategies for Close Reading by Kylene Beers and Robert Probst (Heinemann, 2012) and started thinking about how I read nonfiction professional books. I usually start with the table of contents to see how the book is organized and to make note o

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Conferring Toolkits: Record Keeping | TWO WRITING TEACHERS

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Conferring Toolkits: Record Keeping | TWO WRITING TEACHERS

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Detailed records of small group and 1:1 conferences are one of the most important items in your conferring toolkit. Why? Keeping records: Helps distribute your time equitably amongst students. See the tracks of your teaching and monitor student growth. Helps you determine next steps with each student, small groups, or the whole class.

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Must Have Life-long Learning Tools and Strategies for Teachers

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Must Have Life-long Learning Tools and Strategies for Teachers

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Educational Technology and Mobile Learning

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We cant start this list without Harvard Education being on the top of it. Harvard alone speaks volume for itself and this is a website where you can have access to the recent articles, books, and many other educational material written by the best educators in the world.

This is a resource you should not miss at all, Scientific American will keep you abreast of the latest trending researches in all domains.

3- ZDNET Education

This is an annex to the popular ZDNET website. I find it very useful in providing high quality educational content together with educational technology tips and tools.

The Education section in New York Times is a place full of great articles on education. It also features some of the recent researches in this field. You will definitely love it.

Scholastic Administer features a variety of educational content ranging from educational researches to professional development and curriculum content.

The Tech section in CNN website is one of my favorite resources where I read about the latest news and tips in the world of technology and educational technology in particular

7-Eurek Alert

This is one of the best websites that provides you with the most recent researches in every field and as soon as they are published. It is amazing , I love it.

Teacher Network is a page featured in the popular newspaper The Gaurdian where you can have access to a plethora of articles on the 21st century learning and education .

This is another great resource for staying up to date about the trending topics in the field of education.

10- eSchool News

Besides featuring great educational researches, eSchool News connects you to all the latest news, information, and resources on how today's educators are using technology to advance learning.

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Must Have Life-long Learning Tools and Strategies for Teachers

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We cant start this list without Harvard Education being on the top of it. Harvard alone speaks volume for itself and this is a website where you can have access to the recent articles, books, and many other educational material written by the best educators in the world.

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Lifelong Learning is a Crucial Educational Mindset | Edudemic

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Lifelong Learning is a Crucial Educational Mindset | Edudemic

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Doctors, lawyers, and other professionals never stop learning new techniques and strategies to hone their craft and remain on the cutting edge in their field - and so, too, do teachers. Teachers should consider the concept of "lifelong learning" and a few reasons it's a great frame of mind for educators to have.

What Is a Lifelong Learning Mindset?

Image via Flickr by duane schoon
According to Gerhard Fischer, director of the Center for LifeLong Learning & Design (L ³ D) at the University of Colorado, Boulder, "lifelong learning is an essential challenge for inventing the future of our societies; it is a necessity rather than a luxury to be considered ... It is a mindset and a habit for people to acquire. It creates the challenge to understand, explore, and support new essential dimensions of learning such as: (1) self-directed learning, (2) learning on demand, (3) informal learning, and (4) collaborative and organizational learning." Fischer explains that lifelong learning "requires progress and an integration of new theories, innovative systems, practices, and assessment." For teachers, putting in this kind of lifelong work will help better amplify their capabilities, collaborate with colleagues, and transform in turn the way their students navigate the world.

Why Should Teachers Adopt a Lifelong Learning Mindset?

1. Lifelong Learning Helps Teachers Face Challenges

Kati Lepi's Edudemic article titled, "How to Become a Learning Teacher," references an infographic that captures several key points about lifelong learning and teachers: what it means to be a learning teacher, the types of learning that teachers do, and reasons to continue learning. Professional development days don't necessarily target the areas in which teachers want to focus their learning or address their concerns. Teachers who adopt a lifelong learning mindset have access to information and use it to collaborate with others. Learning teachers also view mistakes and challenges as part of the learning process rather than as failures.

2. The Best Learning Happens on the Job

In her Edutopia post, Heather Wolpert-Gawron explains that to fully adopt a lifelong learning mindset, teachers must understand the ways in which it benefits their career and themselves. Wolpert-Gawron says that the best teachers are willing to learn from their students. She also contends she "learned more from other teachers, my students, and their parents than I learned from any class in my teacher-credential program.... In turn, when they saw my own enthusiasm for learning, students were more inclined to learn from me. And that's how my own happiness and growth has translated into the success of my students."

3. Lifelong Learning Makes Big Transitions on the Job Easier to Process:

Paul Jun also makes the case for becoming a lifelong learner: "By embracing a student-like mindset and learning to turn self-education into a daily habit, you can hone your current skills and develop new ones while enriching your mind. Then, when the time to adapt arrives, transitions are less bumpy." Teaching is by far the career that demands the most flexibility as schedules, students, standards, and regulations change nearly constantly. Teachers have to think on their feet when students ask questions, and the only way that they can approach the daily challenges of their career is to be a lifelong learner.

4. Lifelong Learning Fosters Creativity

Similarly, Fischer outlines some of the key reasons to adopt a lifelong learning mindset, and two of them are the most critical for educators. First, he explains that in the information age, people lack creativity (a debatable claim, but for the purposes of argument, let's run with it for now). He references a study that shows that lifelong learning positively influences creativity in individuals, groups, organizations, and countries. He also contends that for people to thrive in the 21st century, they must have the ability to proficiently use new technologies and media; learning to use these new technologies and media is a key component of lifelong learning.

Lifelong Learning Enhances Technology Usage

Fischer also describes the pace of change in the 21st century as being "so fast that technologies and skills to use them become obsolete within 5-10 years." Ask any educator if he or she was using Edmodo, iPads, apps, Chromebooks, or other such technology in his or her classroom ten years ago, and you would likely get a negative response. Yet, technology is an essential part of teaching and learning today, and teachers must be knowledgeable about technology in the classroom to meet state requirements and prepare their students for their futures outside the classroom walls.

Fortunately, teachers who adopt a lifelong learning mindset are not intimidated by technology in their classrooms or in their students' hands. They are willing to learn about technology from theirs students and fellow teachers and adapt their teaching practices to meet the demands of their 21st century students. Moreover, digital literacy is a critical component of education today, and teachers must know how to teach and assess it in their classrooms. The bottom line: Being prepared to teach in the 21st century automatically equates to being a lifelong learner in the 21st century.

Lifelong Learners Are Innovative Teachers

Though the current state of education promotes standardization and common curricula and teaching methods, teachers must be innovative to engage and inspire 21st century learners. In fact, the days of teaching through rote memorization and organizing the classroom with desks in rows are long gone. Teachers must adopt a lifelong learning mindset to continually push themselves to learn new ways of facilitating learning and increasing student engagement. By taking courses and collaborating with colleagues on creative teaching methods including collaborative learning environments, flipped classrooms, and student-centered learning situations, teachers will reap the benefits of adopting a lifelong learning mindset and being innovative educators.

In Short

Can a teacher successfully educate students without becoming a lifelong learner? In the age of accountability and high stakes, it is unlikely. With all of the benefits and advantages that lifelong learners accrue, teachers who adopt this mentality are more than excellent educators: they're excellent models for their students.

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Lifelong Learning is a Crucial Educational Mindset

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Doctors, lawyers, and other professionals never stop learning new techniques and strategies to hone their craft and remain on the cutting edge in their field - and so, too, do teachers. Teachers should consider the concept of "lifelong learning" and a few reasons it's a great frame of mind for educators to have.

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An introduction to different teaching methodologies

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A Media Specialist's Guide to the Internet: All You Need to Find a Teaching Job

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A Media Specialist's Guide to the Internet: All You Need to Find a Teaching Job

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It's that time of year when students are graduating college and school districts are eliminating positions for next year. I am once again posting my comprehensive list of resources for teachers looking for a job. ( I work in N.J. so there are many links specific to our state) Good luck!

Job Interview Questions- covers interview questions, interview guide, after the interview, salary negotiation, second interview

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It's that time of year when students are graduating college and school districts are eliminating positions for next year. I am once again posting my comprehensive list of resources for teachers looking for a job. ( I work in N.J. so there are many links specific to our state) Good luck!

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Helping Silent Kids to Talk in a Conference | TWO WRITING TEACHERS

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Helping Silent Kids to Talk in a Conference | TWO WRITING TEACHERS

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Helping Silent Kids Talk in a Conference

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Last week, I had a little brainstorming session with one of my favorite groups of teachers and we came up with a list of tried-and-true teaching moves to help the truly non-talking kids open up a little when it comes time to talk about the work they've been doing.

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A Media Specialist's Guide to the Internet: Free Online PD Infographic

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A Media Specialist's Guide to the Internet: Free Online PD Infographic

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Thank you, Joyce Valenza, for creating this lovely infographic for teacher-librarians.

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One Thousand and One Children's Books You Must Read Before You Grow Up - Google Books

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One Thousand and One Children's Books You Must Read Before You Grow Up - Google Books

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1001 Children's Books You Must Read Before You Grow Up

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1001 CHILDRENS BOOKS YOU MUST READ BEFORE YOU GROW UP is the perfect introduction to the very best books of children's fiction: those books that have a special place in the heart of every reader. It introduces a wonderfully rich world of literature to parents and their children, offering both new titles and muchloved classics that many generations have read and enjoyed.

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Don't Leave Childhood without...: A Guide to the Best Books for Children by Specialist Children's Booksellers · Readings.com.au

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Don't Leave Childhood without...: A Guide to the Best Books for Children by Specialist Children's Booksellers · Readings.com.au

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Readings - independent Australian retailers and online merchants of fine books, music and film.

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6 Emerging Technologies in Education Teachers Should Know about ~ Educational Technology and Mobile Learning

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6 Emerging Technologies in Education Teachers Should Know about ~ Educational Technology and Mobile Learning

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Educational Technology and Mobile Learning

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December 29, 2014
Educational technology is a dynamic field of research and study. This dynamism stems mainly from the constant flow of new educational web technologies and the emergence of novel Ed Tech concepts that provide theoretical underpinnings for these technologies. The challenge for teachers is not only in keeping up with this fast moving trend but also with understanding the basic foundational concepts without which any talk about Ed Tech integration in class would be futile.

Below is a good visual from Saint Xavier University featuring 6 emerging technologies in education. This visual was designed a couple of years ago but the prophecy was accurate.

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6 Emerging Technologies in Education Teachers Should Know about

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December 29, 2014 Educational technology is a dynamic field of research and study. This dynamism stems mainly from the constant flow of new educational web technologies and the emergence of novel Ed Tech concepts that provide theoretical underpinnings for these technologies.

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An Open Book: What and How Young Children Learn From Picture and Story Books | Frontiers Research Topic

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An Open Book: What and How Young Children Learn From Picture and Story Books | Frontiers Research Topic

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Is It A Strength If You're Not Good At It - Generation Next | A Social Enterprise dedicated to protecting and enhancing the Mental Health and Wellbeing of Young People and their Community

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Is It A Strength If You're Not Good At It - Generation Next | A Social Enterprise dedicated to protecting and enhancing the Mental Health and Wellbeing of Young People and their Community

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Strengths-based-approaches are nothing new in education. Tap into what I student is good at, and use that to leverage their ability across the curriculum.

But what if I asked you, "What is a strength? What are your strengths?"

As adults we sometimes find it hard to articulate. What do you mean strength? Do you mean what am I good at? Good by whose standards?

So imagine how hard it is for kids to discuss their strengths.

Whatever framework you use, I'd like to add another one into the mix for you to consider.

Last year I wrote about Signature Strengths and the work of Martin Seligman and the late Chris Peterson.

24 Character Strengths were identified by the pair as being valued across all cultures, races and religions.

Each of us have all 24 strengths to some degree but some are more dominant than others. The five strengths that feature the most prominently in an individual are referred to as your signature strengths.

As with any framework there is a danger of limiting oneself by identifying your strengths as diligence, appreciation of beauty and kindness while creativity languishes around number 24. And I'm certainly not advocating the use of strengths to pigeon-hole kids in the way Howard Gardner's Multiple Intelligences may have been misinterpreted.

But it can open up a conversation. Consider this.

You have a disengaged student for whom you are trying to create a positive experience for at school. You have heard that he is particularly good at guitar.

The usual tactic might be to have him perform in assembly, or become more involved in a school band.

But let's take a look at this student through the lens of signature strengths.

He may be good at guitar because he is incredibly diligent. If this is the case we know how has the capability to focus. How can we leverage this in other areas?

He may be good at guitar because creativity rates highly as one of his strengths. He may write song after song. In this case how can we broaden our view of creativity to outside the arts? In English, Science or Mathematics? Or for solving a community based problem perhaps?

For him Zest and Enthusiasm might not feature in his top-20 strengths at all, and just the thought of performing on stage completely freaks him out, so our insistence that he does might have the unforeseen outcome that in trying to reach him, we actually eat away at his sense of self and cause him to disengage further.

Like I said, just something to consider. While we're at it, think about these three questions yourself.

What are you good at, but don't particularly enjoy?

What do you enjoy but aren't particularly good at?

When do you lose track of time?

I'd bet that one of your signature strengths feature in each of these scenarios. So even though you may not be particularly good at something, doesn't mean you aren't using your strengths.

And just because you're good at something, doesn't mean you'll necessarily enjoy it.

Now compare that to how we tend to talk and think about and use strengths with students.

I touched on this in last week's blog about smart kids not necessarily being the happiest.

Author: Dan Haesler is a teacher, consultant and speaker at the Mental Health & Wellbeing of Young People seminars. His website is: http://danhaesler.com/ and he tweets at @danhaesler

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Is It A Strength If You're Not Good At It

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Strengths-based-approaches are nothing new in education. Tap into what I student is good at, and use that to leverage their ability across the curriculum. But what if I asked you, "What is a strength? What are your strengths?" As adults we sometimes find it hard to articulate. What do you mean strength?

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Standards | Australian Institute for Teaching and School Leadership

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Standards | Australian Institute for Teaching and School Leadership