In order to get our students to develop a growth mindset, I think that teachers need to practice and model a growth mindset themselves. Now more than ever, it is important for teachers to “practice what they preach” with a growth mindset. So much emphasis has been placed on students’ grades, GPA’s, and college acceptances… Continue reading Power of a Growth Mindset
Often times throughout my life I have planned backwards. I wanted to make a large purchase so I determined the total cost and counted backwards to determine how much and for how long I would need to save. At school, I have time sensitive paperwork that needs to be completed and mailed to families, so… Continue reading Understanding by Design
Aligning outcomes, activities, and assessments are the most important parts that teachers need to consider when planning lessons. However, doing so in a time period where teachers are inundated with state assessment requirements and scores is not an easy task. Teachers will need to design their lessons with alignment in mind. By using Fink’s Self-Directed… Continue reading Aligning Outcomes, Assessment, and Activities
I thoroughly enjoyed listening to Sir Ken Robinson’s Ted talk. He spoke so easily and so passionately about education, and he was hilarious, which made him very enjoyable to listen to. Some of what he said (listed below) resonated with me: “The occasion is piled high with difficulty and we must rise with the occasion.… Continue reading The Need for Change
photo by Angela Renee Smith-Faulkner on untblendedlearning.weebly.com Disruptive innovation “describes a process by which a product or service takes root initially in simple applications at the bottom of a market and then relentlessly moves up market, eventually displacing established competitors” (Clayton Christensen Institute, 2014). Hm. Okey dokey. So, in teacher language, at least for me, disruptive innovation… Continue reading Disruptive Innovation
photo by Mark van Leeuwen on dribble.com My second class has just about come to a close. A few more posts here and there and some tweaks to this site and this course will be finished for me. While the courses in this program are condensed into a 5 week period, there is no shortage… Continue reading The end of 5303
When implementing eportfolios into a classroom, it is easily assumed that each individual student owns their own portfolio, mainly because it has their name on it. Ownership is more than just a name though. Ownership is free of limitations or encumbrances. If teachers are encouraging students to take ownership over their work, is it possible… Continue reading Who actually “owns” the ePortfolio?