I’ve decided to share another newsletter example, this is last week’s newsletter that went out. While I won’t be sharing each newsletter on the website I wanted to share a few examples so you can get a feel for what they look like these days.
So this bit of news is only going out to my list and to my family. I have been a bit daring this week and have applied for a position as a Learning Technologies Librarian at Harvard University in Cambridge Mass. Needless to say was a bit nervous and intimidated by the prospect. After talking it over with my wife, since it is an hour and a half away, we decided I should give it a go! So we’ll see what happens, I’d be happy with an interview but if we collectively know anyone at Harvard any help would be appreciated.
Fiction wise I have decided not to finish the Arthurian Series by Mary Stewart. They are great but I wanted something lighter. And I’ve been dreaming of Paris, so it’s “A Movable Feast” http://amzn.to/2jvsH6e for the non-fiction side and I’m going to kick off a Hemmingway short story month with “Old Man and The Sea” http://amzn.to/2igaSqQ
Identifying Twitter Chats – https://sites.google.com/site/twittereducationchats/education-chat-calendar
Signing up for a Twitter Account if you haven’t already ! https://www.youtube.com/watch?v=o5VqbmOsB1M
“Video Tip” of the Week:
Setting up HootSuite for Twitter Chats and How to Twitter Chat
Mangan, K. (2016). 5 Ways to Shake Up the Lecture. Chronicle of Higher Education, 63(16), A14–A14.
This article discussed several strategies for spicing up things in the classroom.
The first was to Flip the Classroom. The idea for flipping a classroom is to essentially do what English teachers have been doing for decades. The students review the material at home and then come to class to go deeper. While no one really thinks of it this way sending the students home to read a chapter in a novel then come to class for discussion and to have their questions answered this can now be applied to other content areas often through the use of videos that are either teacher prepared or teacher collected.
Scale-Up (which is similar and stands for Student-Centered Active Learning Environment with Upside-down Pedagogies) where “Nine students sit at a round table in three groups of three, each with a laptop and whiteboard. The instructor gives them something interesting to investigate, and while they tackle the challenge, the instructor and assistant roam around the classroom, asking questions and sending teams to help one another. Depending on the enrollment, a classroom might have a dozen of these tables.”
Small Group Exercises within a longer period, the lecture may be a series of 15 minute talks.
Undergraduate Assistance, while this was aimed at university teachers who may have a limited access to graduate teaching assistants it is a concept that can be useful in the K12 environment as well. Brining in student helpers from higher grades can both teach service and help the teacher free up time to focus on tasks of higher value.
The Personal Touch – simply using names. Again while this was aimed at university professors with exceptionally large classes it is useful for teachers with classes of all sizes. Make that personal connection and remind the students that you care.
Ross, Maninger, LaPrairie, & Sullivan. (2015). The Use of Twitter in the Creation of Educational Professional Learning Opportunities. Administrative Issues Journal: Education, Practice, and Research, 5(1), 55–76. Retrieved from https://eric.ed.gov/?id=EJ1062476
This was an interesting study on the use of Twitter for professional learning. A survey was done over twitter and uncovered some interesting findings.
“Just as education is pushing students to be accountable for their education by navigating and evaluating an ever-expanding network of information, highly effective teachers must model this process by collaborating, engaging in ongoing professional development, reflecting through communication and feedback, and using instructional technology tools to enhance instruction” (p. 56).
“Our research is in response to the question concerning whether educators are turning to Twitter to create, use, and manage professional learning networks for professional development, and if online professional development facilitated by Twitter is more fulfilling than traditional professional development” (p. 56).
“Echoing connectivist learning theory, the concept behind PLNs and professional growth through Twitter allows educators to transform the paradigm of the isolated teacher into that of a lifelong, connected learner” (p. 58).
With 71% of those interviewed feeling more fulfilled receiving professional development via Twitter over the traditional professional development there is certainly an opportunity.
The authors recommended trying a school or district specific hashtag to bring the online professional learning close to home.
If you haven’t signed up for twitter yet, please do so. Use the above links to identify and participate in at least one Twitter chat this week.
Talk with you soon