# data[].attributes.body
When you want to make a resource, you have to explore  on Twitter  what is already available. There are many chances  that another teacher will have created something similar, and is using strategies you’ve never thought of.

The productivity and generosity of teachers on Twitter is inspiring and I have also become more efficient in creating and sharing resources. Collaborating with online colleagues is an enlightening experience and as teachers we should want all students to learn, not just the ones in front of us.

The blogs of some incredible teachers have taught me far more about my profession, and given me more practical ideas, than my MA in education did.

Teachers of all ages and nationalities come together on Twitter and they are excited about the profession, their subjects and the students they teach. I’ve found that if you choose to associate yourself with these types of people, you might well become one. There are so many incredible teachers, each with their own approach that they are happy to share. Twitter has opened my eyes to the fact that there isn’t just one teaching style. I am proud to say that I’ve embraced different ideas and believe my teaching has improved as a result.

many teachers, myself included, have found another way to make social media work — by using Facebook, social media is actually the ideal medium for teacher PD: it's teacher-facilitated, convenient and self-directed, teachers sharing their experiences and expertise with other teachers. Social media allows teachers to connect with teachers who similar interests and goals, which means we're able to choose what we want to learn and when. As a social networking tool, Twitter creates an environment for personal learning networks that link individual students to peers and resources that build capacity and relationships in their professional lives.

# data[].attributes.body
Hello! I am Gabriela Mazilu,  a teacher of a Primary School of Buzau, Romania.  I teach maths, but olso others subjects, except phisical education. I love Maths and Science.

# data[].attributes.body
Unit 1: Entering the Job

The bell rings…

You are about to finish your studies and will be a qualified teacher. Soon, hopefully, you’ll be teaching in your first school. Are you looking forward to it? What will be the challenges, do you think? What will be most rewarding for you? Will there be more to learn? How will you do this?

In this unit, you will first of all reflect on how the job of a teacher will look. What are the most important features in the landscape of the teaching profession?

You will also start a Learning Diary. That is a digital portfolio in which you can not only present some of the assignments in this course, but also curate the ideas you pick up and your notes from interacting with other participants. In a Learning Diary you can write your reflections, collect interesting web links, or add links to digital products you have created yourself.

In this first unit, you will also learn about the concept of a Personal Learning Network and the importance of connecting with other teachers, not only inside your own school but also outside it. You will learn how a tool like Twitter can be helpful in the creation of a PLN and for your professional development.

In this course, as well as meeting future teachers, you might also meet teachers who have already started their teaching career. Being in touch with more experienced colleagues will bring an additional dimension to discussions and some fresh ideas.

1.1 Great expectations

Teaching is the most beautiful and rewarding job in the world… That’s what many people say. But it might also be the most difficult job.

Have a look at this video of teachers reflecting on what teaching means to them.

Unit 1: Entering the Job

1.2 Lifelong learning

Learning won’t stop once you graduate as a teacher. To grow as a teacher and to adapt to continuous changes in society in general and in education in particular, we all have to be lifelong learners, learning formally, non-formally or informally.

As a trainee teacher, you are part of formal education. You will receive an official diploma or degree. As a teacher you might wish to undertake higher degree studies, also formally accredited.

Later on, as a teacher, you’ll probably take some in-service courses as part of your continuous professional development. This type of learning is called non-formal learning, as it will not result in an official degree, but may lead to certification – or even a pay rise.

Professional development as a teacher can also happen in an informal way. You learn from others in a very flexible way, by interacting with them and developing your knowledge and skills. You will constantly learn from colleagues inside and outside school. And this is exactly the attitude we want to encourage in this course.

For this course we would like you to create a digital Learning Diary. The Learning Diary should be a collection of your reflections on the course, as well as information personally relevant to you. A good Learning Diary will provide you with a summary of the course at a later stage, and focus your attention on those areas that are especially important to you. It will contain useful links you have added and selected for later use. A good Learning Diary will also show that you have reflected on the questions introduced during the course and that you have engaged with the ideas of others on the course.

Teachers come from all walks of life. Every teacher has their own style and strengths. Throughout your career, you’ll likely come across a wide variety. Here are a few you’re sure to recognize. Which teacher are you? Let us know in the comments!

1. The Perfect Classroom Teacher

Otherwise known as the “Pinterest-Ready” teacher, there’s at least one in every school. Classroom decor has taken a new meaning with this kind of teacher. They go to all lengths to make their classroom awesome. They cut their summer breaks weeks short to get started early on the back-to-school preparations, they drop a fair amount of money on materials, and they transform plain, old, ugly walls & drop-down ceilings into learning wonderlands. They do it every season, every holiday, every chance they can, to make it more colorful, more comfortable, and make every student want to stop by.

2. The High-Energy Teacher

If you don’t have one in your school, you’ve surely seen them go viral on social media with their morning warm-up videos, dancing on desks, rapping grammar lessons, and chanting their hearts out. It’s a mystery where they find all the energy and physical endurance to do it every day, but like Energizer bunnies, they keep going and going and going.

3. The Stressed-Out Teacher

Every teacher gets to this state of mind at some point in the school year. It’s only human. There’s only so much one can handle between all the paperwork, meetings, and interruptions that drive us to the very limits of sanity. We all panic sometimes, we all break down every now and then. The stressed-out teacher can often be found taking deep breaths in the middle of class and headache medicine directly after. Don’t be surprised if you see them starting the countdown to summer break, already in the Fall.

4. The Heartfelt Teacher

This is the teacher who would do anything for their students. They lose sleep at night thinking about ways to help the struggling ones. You’ll see students’ drawings hung up all over their walls, their desktops and drawers are full of random gifts every student ever gave them, and you might catch them tearing up over an “aha” moment or a simple sentimental gesture. You’ll see a lot of old students stopping by to say hello to this teacher, and they’ll never forget the names of all their “kids”.

5. The Hard-Ass Teacher

This teacher is hard on their students, but for good reasons. They come to school to teach above all, not to make friends with students. Their respect must be earned and they expect students to take responsibility for all of their actions. These teachers are not cold-hearted, they care more about their students’ progress than most. To them, setting the bar high, making students work hard, and teaching them to be disciplined will prepare them for life more than they’ll ever know.

6. The Know-It-All Teacher

This teacher has memorized all the latest research on best teaching approaches. They’re often the one volunteering to run the Professional Development meetings and sending staff-wide emails about the best teacher conferences to attend. Truth is, they’re extremely passionate about the science behind teaching and got into this profession because of their love for learning. However, they’re also probably the ones asking a question at the end of staff meetings to prolong them another 10-15 minutes!

7. The Burnt-Out Teacher

Again, every teacher feels like this at some point out. Tired teachers have permanent dark circles around their eyes, are always holding a cup of coffee, and act kind of numb to the chaos surrounding them. They fall asleep during staff meetings and have stacks of papers on their desk, which they’ve put off grading for weeks, sometimes months. The question is not: “Are you this teacher?”, it’s: “At what point in the school year will you become this teacher?”

8. The Big Brother/Sister Teacher

Every new teacher’s favorite person in the school. They’ve been around the block, they’re always available for some much-needed support, and always there to let you know it’s gonna be OK. Often referred to as “mentor” or “oh wise one”, they can always be counted on for a pick-me-up when the going gets tough. And boy, does it get tough sometimes!

9. The Health-Crazy Teacher

That teacher who trains for marathons, goes for 5 mile runs before the start of a school day, always has the healthiest lunch, gives their students and co-workers nutritional advice, and somehow with a teacher salary, only eats organic food. Even if you’re not ready to give up your break room snacks and Diet Cokes, these teachers are a great influence to be around. Get to know them better, and you might find yourself replacing soda with yoga!

10. The Always-Complaining Teacher

This one has had enough of the school system BS. Whenever you run into them, they always have a story to tell. The second they see another adult, they explode with everything that set them off so far that day. Misbehaving students, annoying parents, the unannounced observation, the pointless staff meeting, that other teacher they don’t like, the cafeteria food, the extra kid admin threw in their class, you name it. It’s pure entertainment. They’re also often cracking sarcastic comments during staff meetings, adding a little humor to the party.

11. The Over-Organized Teacher

These teachers like their stuff a certain way, and you better not touch a thing, or they’ll notice. They’re in love with lamination, color-coordination, labeling, bins, filing cabinets, bulletin boards, and their precious markers. Their drawers, desktop, and cabinets are meticulous. These over-organized teachers are usually super efficient since they know where everything is. As a result, they’re generally more composed, because they don’t lose their minds trying to find where they put things, all the time.

12. The Jocky-Coach Teacher

He or she is the coach of one of the school’s beloved sports teams. They’re often seen wearing custom athletic apparel from head to toe, or a polo, khakis & sneakers. They can be seen blowing a whistle in the hallway or in the classroom, high-fiving their players, and making sports references to Mathematical equations or History lessons.

13. The Super Teacher

This is the teacher that makes every other teacher look “ordinary“. Their classroom looks like Disney World and Martha Stewart had a baby, they’re always full of energy, well-dressed, well-spoken, loved by students, volunteering at school events, speaking at teacher conferences, and running a successful TpT business on the side. This is a rare breed of human being. It makes us wonder if they actually might have some kind of superpower, or what kind of magic coffee bean they get in their Starbucks latte.

14. The Fashionable Teacher

This teacher might not always be on time or have the best-looking classroom, but they always come to school in style. Even when their world is turned upside-down, they’re on the verge of a mental breakdown, they always look like they’ve got their shit together. How they do it, we’ll never know.

Formal, non-formal and informal learning

Educational systems exist to promote formal learning, which follows a syllabus and is intentional in the sense that learning is the goal of all the activities learners engage in. Learning outcomes are measured by tests and other forms of assessment. Adult migrants engage in formal learning when they take a course in the language of their host community. If the course is based on an analysis of their needs, it will follow a syllabus that specifies the communicative repertoire to be achieved by successful learners. The nature and scope of that repertoire should be reflected in whatever forms of assessment accompany the course.

Non-formal learning takes place outside formal learning environments but within some kind of organisational framework. It arises from the learner’s conscious decision to master a particular activity, skill or area of knowledge and is thus the result of intentional effort. But it need not follow a formal syllabus or be governed by external accreditation and assessment. Non-formal learning typically takes place in community settings: swimming classes for small children, sports clubs of various kinds for all ages, reading groups, debating societies, amateur choirs and orchestras, and so on. Some non-formal learning arrangements become increasingly formal as learners become more proficient; one thinks, for example, of graded exams in music and other performing arts. Adult migrants engage in non-formal language learning when they participate in organised activities that combine the learning and use of their target language with the acquisition of a particular skill or complex of knowledge.

Informal learning takes place outside schools and colleges and arises from the learner’s involvement in activities that are not undertaken with a learning purpose in mind. Informal learning is involuntary and an inescapable part of daily life; for that reason, it is sometimes called experiential learning. Learning that is formal or non-formal is partly intentional and partly incidental: when we consciously pursue any learning target we cannot help learning things that are not part of that target. Informal learning, however, is exclusively incidental.

These definitions and distinctions help us to understand the complexity of successful language learning. When children acquire their first language they do so not because they are taught. Their learning is an incidental result of their participation in family life, and the linguistic skills they develop and the concepts they master reflect the social practices of their immediate environment. Similarly, adults are said to learn a second or subsequent language “naturalistically” when they do so by living among speakers of the language and interacting with them on a daily basis. Their emerging communicative repertoire is shaped not by a conscious learning agenda but by their attempts to satisfy their social and material needs. These are both examples of informal learning. In either case informal learning may be supported by non-formal learning: intentional learning that is prompted, for example, by the explanations parents give to their children and adult learners receive from those with whom they interact.

When children learn to read and write in their first language, they generally do so as part of their formal education and as a result of conscious effort; and when adult migrants attend a course in the language of their host community, they are aiming to achieve a prescribed level of proficiency. In both cases, however, intentional learning is usually accompanied by incidental learning; and the effects of incidental learning in formal educational contexts are reinforced by informal and non-formal learning in the world outside. The literacy of young children benefits from their out-of-school engagement in the reading they undertake for pleasure or in pursuit of a special interest, and the proficiency of adult migrants in the language of the host community is likely to be enhanced when they have opportunities to interact informally with other speakers of the language.

These considerations prompt two questions. First, how can those responsible for organising language courses for adult migrants ensure that their learners have opportunities to use the language outside the classroom and thus benefit from informal/non-formal learning? One obvious answer is to arrange cultural visits and social activities that bring the learners into informal contact with members of the host community. Another is to encourage learners to participate in social activities, or to arrange such activities specifically for their benefit. Secondly, if adult migrants who have learnt the language of their host community “naturalistically” are required to demonstrate proficiency in that language in order to secure a residence permit or citizenship, can their informal/non-formal learning be recognised without requiring them to take a test? Any attempt to answer this question must consider alternative forms of assessment (the OECD has explored the recognition of non-formal and informal learning by adults in a three-year project).

At a time when many Council of Europe member states are receiving large numbers of adult refugees, the distinctions between formal, non-formal and informal learning help us to formulate radical and cost-effective responses to questions that have previously been answered in traditional ways. Instead of organising formal language courses, for example, in the short term it makes much better sense, and is certainly more affordable, to involve volunteers in the organisation of social activities that promote non-formal and informal language learning. If appropriately designed and efficiently implemented, such activities can provide migrant learners with a sound basis for participating in formal language courses at a later stage if that is judged to be desirable or necessary.

Recognition of Non-formal and Informal Learning - Home

Now available: Recognising Non-Formal and Informal Learning: Outcomes, Policies and Practices

·                     See also Recognition of Non-formal and Informal: Learning Pointers for policy development

-----------------------------------------------

People are constantly learning everywhere and at all times.  Not a single day goes by that does not lead to additional skills, knowledge and/or competences for all individuals. For people outside the initial education and training system, adults in particular, it is very likely that this learning, taking place at home, at the workplace or elsewhere, is a lot more important, relevant and significant than the kind of learning that occurs in formal settings.

However, learning that occurs outside the formal learning system is not well understood, made visible or, probably as a consequence, appropriately valued. Until this OECD activity on the recognition of non-formal and informal learning involving 23 countries on 5 continents, it has also been under-researched (see also ongoing EU work). Most research has focused on learning outcomes from formal education and training, instead of embracing all types of learning outcomes; allowing visibility and portability of such outcomes in the lifelong learning system, in the labour market or in the community.

In 1996, the OECD education ministers agreed to develop strategies for “lifelong learning for all”. The approach has been endorsed by ministers of labour, ministers of social affairs and the OECD Council at ministerial level. The concept of “from cradle to grave” includes formal, non-formal, and informal learning. It is an approach whose importance may now be clearer than ever and non-formal and informal learning outcomes are viewed as having significant value. Policy-makers in many OECD countries, and beyond, are therefore trying to develop strategies to use all the skills, knowledge and competences – wherever they come from – individuals may have at a time when countries are striving to reap the benefits of economic growth, global competitiveness and population development.

·                     Formal learning is always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Typical examples are learning that takes place within the initial education and training system or workplace training arranged by the employer. One can also speak about formal education and/or training or, more accurately speaking, education and/or training in a formal setting. This definition is rather consensual.

·                     Informal learning is never organised, has no set objective in terms of learning outcomes and is never intentional from the learner’s standpoint. Often it is referred to as learning by experience or just as experience. The idea is that the simple fact of existing constantly exposes the individual to learning situations, at work, at home or during leisure time for instance. This definition, with a few exceptions (see Werquin, 2007) also meets with a fair degree of consensus.

·                     Mid-way between the first two, non-formal learning is the concept on which there is the least consensus, which is not to say that there is consensus on the other two, simply that the wide variety of approaches in this case makes consensus even more difficult. Nevertheless, for the majority of authors, it seems clear that non-formal learning is rather organised and can have learning objectives. The advantage of the intermediate concept lies in the fact that such learning may occur at the initiative of the individual but also happens as a by-product of more organised activities, whether or not the activities themselves have learning objectives. In some countries, the entire sector of adult learning falls under non-formal learning; in others, most adult learning is formal. Non-formal learning therefore gives some flexibility between formal and informal learning, which must be strictly defined to be operational, by being mutually exclusive, and avoid overlap.

Because non-formal and informal learning is happening everywhere all the time, this OECD activity could not address all the issues related to non-formal and informal learning in general. In consultation with the participating countries, it was agreed to focus solely on the processes that make visible this learning that has not been formal. Therefore, this OECD activity focuses on the process of formal recognition of non-formal and informal learning. Whether through the awarding of a full certification, a partial certification, a right of access to the higher education system or to any programme in the formal lifelong learning system or any recognised document (portfolio of competences, competence passport…): this activity makes the case that individuals engaging in a recognition process for their non-formal and informal learning outcomes must be awarded a document that has social value and is widely recognised so that they can benefit from it, now or later in life, when returning to the formal lifelong learning system or to the labour market.

The assumption behind the work reported here is that all learning has value and most of it deserves to be made visible and recognised. It is a clear possible option, and a plausible alternative to formal education and training, to have non-formal and informal learning assessed. The real question is under which condition(s) the learning that has not been recognised can be codified, and lead to the awarding of a document. There are issues of cost and motivation of individuals that are somewhat difficult to address.

Nevertheless, many countries are putting recognition of non-formal and informal learning at the top of their policy agenda and the time has come for a thorough evaluation of what it entails. This is what this OECD activity attempts to do, in collaboration with the 23 countries, using the existing literature, the scarce data in the field and fact-finding study  implicit in the  thematic review visits carried out in 16 countries.

The recognition of non-formal and informal learning is an important means for making the ‘lifelong learning for all’ agenda a reality for all and, subsequently, for reshaping learning to better match the needs of the 21st century knowledge economies and open societies.

1.3 Reaching out

Online communities where teachers meet, connect, share experiences and learn from each other are excellent sources for informal learning. For example, eTwinning is a platform where teachers can connect easily and learn from each other (see Unit 3).

Online courses such as this one provide teachers with numerous opportunities to connect, communicate, discuss, share and exchange ideas in a user-friendly way. Social networking sites such as Twitter, Facebook, LinkedIn and Instagram also offer opportunities for professional development.

It is in such online communities that like-minded teachers get together, connect and build their PLN - Personal/Professional Learning Network. A PLN connects teachers who learn together, share what they have learned and create new content. Sharing is at the heart of a thriving PLN.

However, building a PLN is not enough. Once formed, it has to be worked on, maintained and cultivated. A teacher who is actively engaged in their network regularly contributes to it, plays an active role in discussions, creates new content and continually builds new connections. In this way, the PLN grows and develops so that it supports the teacher’s professional development.

Look at the following video. Some of the ways mentioned to create a PLN will be covered in this course.

We all have a personal learning network or PLN. Even if we’ve not reached the dizzy heights of Twitter and the like our PLN is all around us every day. It’s the people that we work with and exchange ideas with.

Traditionally our PLN wouldn’t have reached very far beyond the staffroom, but these days in the blink of an eye you can be accessing information and answers from a PLN that spans the globe.

But what’s the point?

I know that a lot of people – generally the type who won’t be reading this blog, and certainly won’t be dropping me a line on Twitter to talk about it, think that virtual PLNs are just one big time wasting activity. That we’re all busy talking about what we had for breakfast, or watching videos of dancing cats. Of course, there’s some of that – just like there is in the staff room. But there’s a whole more to it as well.

Michael Graffin, a teacher over in Oz started a great discussion up on Voicethread a few days back trying to encourage an exchange of ideas about what we each get out of our PLN and how it’s changed us both personally and as educators.

Voicethread will eventually appear below – or you can access it here

Participating was a learning experience for me as I’ve never used Voicethread before. It made me examine what the point of my own personal learning network is and I decided that for me, the key elements were being part of an environment which was completely unprejudiced where I could ask any questions I liked without fear of looking silly. And also having the privilege of being able to draw on a huge range of ideas and experiences of educators working in a wide range of roles, all over the world.

Whenever I have a question, idea or problem if I talk to my PLN I always find that I am offered a wealth of advice and ideas which are more wider ranging and certainly a lot more rapid than if I had used my traditional offline PLN.

It’s well worth listening to the other views expressed in the voicethread and adding your own voice too. Some of the standout points for me were that a PLN offered the opportunity to:
• Talk to like-minded, real people
• Share and exchange a range of ideas
• Inject creativity into everyday practice
• Enjoy a constant flow of ideas
• Encourage innovation
• Discuss and consider controversial thoughts
• Develop enthusiasm and passion

So are you a convert? Do you find your virtual PLN a great resource or do you think we’re better off sticking to the traditional methods of actually talking to people we know and exchanging ideas over the photocopier? I’d love to hear your thoughts.

1.4 Twitter as a tool for lifelong learning

As we saw in the previous section, learning to teach well is a lifelong activity. Twitter is one of the tools that help you to connect to other educators and to keep in touch with research, interesting resources and events for teachers.

This section explains how to get started with Twitter and how to use the power of Twitter for your professional development.

Have a close look at the videos.

# data[].attributes.body
https://www.boredteachers.com/humor/species-of-teachers-youre-sure-to-find-in-any-school

# data[].attributes.body
Personal learning network(PLN) is a way to work and exchange ideas. The advantages are:

• Talk to like-minded, real people
• Share and exchange a range of ideas
• Inject creativity into everyday practice
• Enjoy a constant flow of ideas
• Encourage innovation
• Discuss and consider controversial thoughts
• Develop enthusiasm and passion

A PLN is a tool that uses social media and technology to collect, communicate, collaborate and create with connected colleagues anywhere at any time. Participating educators, worldwide, make requests and share resources.

Technology has fundamentally changed collaboration by removing barriers of time and space. Teachers exchange methods and strategies. Resources are accessible and exchanged through networked teachers

How to Build a PLN

Spend 20 minutes a day interacting and collaborating. Here's how:

·         Start a Twitter account that focuses on following educators.

·         Build a circle of connected educators on Google+.

·         Follow education blogs (read and comment).

·         Follow education chats that are specific to your content area.

·         Join and participate in education groups on Facebook and LinkedIn.

·         Accept invitations to collaborate.

STEP 1: What is a PLN?

The first step unpacks the definition of a PLN and connected educator.

You'll learn why educators create their own PLNs and how they use them.

STEP 2: Making connections

In this second step you'll explore tips and tools for becoming a networked

teacher and making connections.

STEP 3: Using Twitter to build your PLN

Onto the specifics! We look at Twitter which is the number one service

many teachers use to build their PLNs and connect with other educators

around the world. You'll find out what the fuss around Twitter is all about!

STEP 4: All about hashtags and Twitter chats

You'll dive deeper into Twitter, looking at how educators use Twitter chats

and hashtags to learn and connect.

STEP 5: Using blogs as part of your PLN

This step explains how educators consume or create blogs to connect

with their PLN.

STEP 6: Using curation tools as a connected educator

Next, you'll learn about a simple framework you can use to get started

with content curation. You'll get the chance to explore a range of

different tools that connected educators use for curation.

STEP 7: Making time to build your PLN

The final step brings all the learning together and looks at ways that you

can find time to build your PLN. We leave you with 7 tips for success!