Not frivolously, nor
To hide from what we fear,
But with a purpose.
As Wordsworth said, remove
‘The dust of custom’ so things
Shine again, each object arrayed
In its robe of original light.” ~ Gregory Orr
You’ve heard of art imitating life, but now tech crowds life!
Today, June 21st, is
Yes, It’s National Selfie Day! Since the 2014, promotion by DJ Rick McNeely, there’s been a National Selfie Day, and on this day, nerds, luddites, and all mortals are encouraged to use their mobiles and digitals to take creative (appropriate) selfies and share them on social media at this hashtag: #NationalSelfieDay
The word “selfie” is in the Oxford and Merriam-Webster Dictionaries! In 2013, the Oxford Dictionary named “selfie” as its word of the year!
Here is my selfie of the word itself:
According to the National Day Calendar website, “while the act of taking a selfie may predate social media, smartphones and the word which is now in the Oxford dictionary, the popularity of taking these self-portraits and the ability to do so has never been easier. Selfie sticks and multi-functional camera phones make it all too easy to take these kinds of photographs as well as group selfies (aka groupies).”
For more information visit the National Selfie Day website.
See also this post from TV station WFAA, “It’s National Selfie Day! Meet the North Texas man who got it started” at this link.
Continuing the theme of Assessment from BUS-435: Educator Kristin Nannini addresses formative and summative assessment in the context of a blog post on exit tickets. She created and posted this engaging infographic on formative and summative assessment. Visit Kristine Nannini’s blog, “Young Teacher Love,” for additional resources on many more educational topics!
Image Source: Nannini, K. (2017, June). How to Completely Transform Your Teaching with Exit Tickets.
Blog Post. Available online at this link: https://youngteacherlove.com/exit-tickets-formative-assessments-math/
Abstract Draft for International Symposium on on Developing Schools Creatively in Hyderabad, India
Session Title: When Curie Meets Cassatt: Infusing Artistic Creativity into Schools, Classrooms, and Conversations
Format: Paper Presentation
Theme(s): School architecture, School philosophies, Learning methods, Teaching pedagogies, Education Technology, Importance of creativity in education
Listen in to a virtual discussion spanning time and space between Marie Curie, Mary Cassatt, Rene Descartes, Hedy Lamarr, and John Urschel. What connects these people from different vocations and historical eras? How can you leverage their ideas in your school? Join them virtually and collaborate in real time as they discuss the creativity and socio-cultural learning theory involved in Science, Technology, Engineering, and Math. Learn research-based practices based on the latest research into interdisciplinary creativity. Receive a resources list, annotated research document, lesson plans, a case study, and an implementation blueprint.
At the conclusion of the conversation you will be ready to infuse creativity and the arts in your school and/or classroom. You will be ready to lead the conversation at your school!
Proposed Session Hashtag: #CurieMeetsCassatt
I’ve got some word leeway: what should be added/deleted/edited?
Read the timeline of #CurieMeetsCassatt
Assessment is such an overarching concept. Regardless of the subject matter (Business Ed, English, Foreign Language, etc…) assessment will be a key component of the student’s and teacher’s experience.
So it is very important to get firmly grounded in the types of assessment, especially the difference between formative and summative assessment.
Key Concept: The first big difference is when the assessment takes place in a student’s learning process. Formative assessment/evaluation is an ongoing activity. Formative assessment/evaluation takes place during the learning process.
Summative assessment/evaluation takes place at the end of an instructional segment (concept, unit, semester, course).
Your resources for the week do an excellent deep dive on assessment so read/reread/bookmark them.
Please post questions/needs for clarification to the “Questions” forum.
Image Source: Couros, G. (2015, November 23). Do we imply finality in the term “summative assessment”? Blog Post. Available online at this link: https://georgecouros.ca/blog/archives/5812
As We Close Our Final Day of our Final Week
“With one exception, every single writer I met likened writing for television to one thing–laying track for an oncoming speeding train. The story is the track and you gotta keep laying it down because of the train. That train is production. You keep writing, you keep laying track down, no matter what, because the train of production is coming toward you- no matter what.” ~Shonda Rhimes, Year of Yes, pp. xiii.
Tech coaches liken coaching their colleagues to laying track for an oncoming speeding train. Learning is the track and you gotta keep laying it down because of the train. That train is the school year and the students. You keep learning and coaching, you keep laying track down, no matter what, because the train of the school year and the students are coming toward you-no matter what.
~Adapted from Shonda Rhimes, Year of Yes, pp. xiii.
In this last discussion forum, you continued your peer support and collegiality continues. Now, at the close of the course, we are at the perpetuation and sustainability level of our PLN (Groundwater-Smith & Mockler, 2012). We are laying track for the future.
You are busy, busy tonight with so many things. But in the next day or so, please consider clicking in and returning to class. Please click over to the Class Wall, where you began our course. Scan/read the introductions we all posted there. Take just a couple of minutes to read/reread the service-oriented intros of your course colleagues. You might not have visited the Class Wall in almost six weeks, but please return there and scroll through the messages of the members of our class PLN.
It has been a privilege to learn with you… please keep in touch as you keep laying track!!
Groundwater-Smith, S. & Mockler, N. (2012). Sustaining professional learning networks: The Australasian challenge. In C. Day (Ed.), The Routledge Handbook of Teacher and School Development (pp. 506–515), London: Routledge.
Scaffolding follows a sequence. First the question. If more support is needed, then prompts. If those don’t work, cues are the third step. (Image from #HackingQs available on Amazon: https://t.co/IGkHVPOD33) #leadupchat pic.twitter.com/4xmktDpevO
— Connie Hamilton Ed.S (@conniehamilton) June 8, 2019