Sep
22
Gifford Thomas, Unlock The Hidden Leader: Become The Leader You Were Destined To Be
Thomas, G. (2023). Unlock the hidden leader: Become the leader you were destined to be.
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Sep
15
On the importance of a campus Professional Learning Community
“A Professional Learning Community (PLC) is a group of teachers or a cohort within a school that ‘ …exists to bring about some innovation and change directly related to improving learner outcomes’ (Harris & Jones, 2015, 15). PLCs can provide the environment for teachers to hear colleagues’ experiences, insights, and ideas, creating a school culture focused on collective growth.
Research from Ireland indicates that Continuous Professional Development (CPD) should encourage teachers to share and learn alongside one another (Harford Citation2010), supporting the inclusion of PLCs at all schools. PLCs support a school culture in which the values and beliefs of teachers are shared in a trusting environment helping to develop growth in the school.” ~ Porcenaluk, O’Neachtain, & Connolly, (2023) in Reimagining a framework for teachers’ continuous professional development during curriculum reform.
References
Harford, J. (2010). “Teacher Education Policy in Ireland and the Challenges of the Twenty-First Century.” European Journal of Teacher Education 33 (4): 349–360. https://doi.org/10.1080/02619768.2010.509425. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
Harris, A, and M Jones, M. (2015). “Beyond Four Walls?: Professional Learning Communities within and Between Schools.” Australian Educational Leader 37 (4): 10–12. [Google Scholar]
Porcenaluk, S., O’Neachtain, A., & Connolly, C. (2023). Reimagining a framework for teachers’ continuous professional development during
curriculum reform. Irish Educational Studies, 1-18.
https://doi.org/10.1080/03323315.2023.2250765 [Taylor & Francis online].
Teachings in Education ( Frank Avella), (2019). Professional Learning Communities: PLCs. YouTube. https://youtu.be/r–tAcsrI48?feature=shared
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Sep
14
SQ4R is a Learning Strategy for Adult Learning Andragogy that helps with heaps of textbook reading.
The SQ4R active learning strategy and reading system provides scaffolding for textbook reading and taking notes.
The letters in the SQ4R acronym stand for six steps:
Survey
Question
Read
Reflect
Recite…and…
Review
Some versions change words four and five for the key words: Survey, Question, Read, Respond, Record, and Review.
These keywords will help all students, but especially busy graduate students learn more from textbook reading with better preparation for assignments, posts, and quizzes. SQ5R also helps identify gaps in understanding, which is very helpful for online learning, since most of the initial concept acquisition is completed during solitary study.
The most effective way to implement SQ4R is to think of Before Reading, During Reading, and After Reading.
See this Image Link: http://mhcedls.weebly.com/sq4r.html
Let’s go granular with the six components.
Survey: Scan the titles and subtitles. Study the pictures, charts, or graphs.Read the chapter preface,summary and any chapter questions.
Question: Turn each title, section title, and the first sentence of every paragraph into a question
Read: Read only one section at a time and look to answer the questions that you created.
Reflect: Connect what you’ve read to the Discussion Forum prompts and the assignment instructions. Also, consider connections to your professional practice.
Recite/Record: Speak out loud the questions you created and the answers you’ve found. Read outloud the bolded or emphasized portions of the text. My daughter used to use the record feature on her iPhone to record important components of the readings and her impressions.
Review: Keep notes out and visible for quick review. Several students have shared that they take a photo of their notes with their mobile phone and/or take a screenshot of digital notes. Many students have shared that they email their notes to their work email address so they can see them at work. Look at notes first before each new study session.
To learn more, please see the information at this link from Educational Learning Strategies- http://mhcedls.weebly.com/sq4r.html
Additional SQ4R Resources:
University of Wisconsin-Oshkosh: https://www.usu.edu/academic-support/files/SQ4R_Reading_System.pdf
Utah State University: https://www.usu.edu/academic-support/files/SQ4R_Reading_System.pdf
University of Guelph: https://guides.lib.uoguelph.ca/c.php?g=697430&p=5011752
Queen’s University: http://sass.queensu.ca/wp-content/uploads/2020/06/Reading-2020.pdf
Image Link: http://mhcedls.weebly.com/sq4r.html
Sep
13
Gathering responses for an upcoming conference presentation…
Please add your response to the question “What says Peaceful School Leadership to you?”
Replies are anonymous.
https://wall.sli.do/event/wvL8FB2QWsn9ySrsSwWhWu?section=9ecb4884-0e3f-4339-af5d-e369e7b0b5ed
https://app.sli.do/event/wvL8FB2QWsn9ySrsSwWhWu/embed/polls/3b04b21e-8013-45c0-8212-c99e6ffddec3
Sep
8
“Unfortunately, in Ireland, principals have not shown a high level of involvement in the professional growth of teachers. A survey of teachers in Ireland reported that 43% never received feedback from their principal (OCED 2010)…lack of engagement [due to lack of feedback from principals] may indirectly signal to teachers that continual reflection and growth in daily practice are not significant to principals. Building positive relationships with constructive feedback and praise can positively affect teachers’ self-efficacy, as indicated in the Teaching and Learning International Survey (OECD 2010). Principals should send the message to teachers that sustained learning is necessary, motivate teachers to engage with Continuous Professional Development (CPD), and value teachers’ professional growth. Ensuring teachers are empowered to learn and grow as professionals is key to successful curriculum reform.” ~Porcenaluk, O’Neachtain & Connolly, 2023
1/2 – Peaceful Leadership strategies~”Ensuring teachers are empowered to learn and grow as professionals is key to successful curriculum reform.” ~Porcenaluk, O’Neachtain & Connolly, 2023, Reimagining a framework for teachers’ continuous PD during curriculum reform#PeaceSchema pic.twitter.com/KPuvPD9iev
— 10RepLearning #PeaceSchema (@TweetTeague) September 28, 2023
2/2 – Peaceful Leadership strategies: Frequent feedback, Value teachers’ professional growth, Sustained learning w/Continuous Professional Development (CPD). ~Porcenaluk, O’Neachtain & Connolly, 2023#PeaceSchema pic.twitter.com/Cv5uHedtgR
— 10RepLearning #PeaceSchema (@TweetTeague) September 28, 2023
References
Porcenaluk, S., O’Neachtain, A., & Connolly, C. (2023).
Reimagining a framework for teachers’ continuous professional development during
curriculum reform. Irish Educational Studies, 1-18. https://doi.org/10.1080/03323315.2023.2250765
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Sep
6
To view in fullscreen, please click here
Sep
1
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Aug
28
Vid eo Link: https://animoto.com/play/nloxRK1nRPyruzMMydzOaQ
Credits
Video assembled by Helen Teague using Animoto
“Absurd Love” and “I’m just a human being” visuals from Montague Workshop.
Deer, Ireland, woodland trails visuals and outer banks video personal shares
Colorado trails images courtesy of Janet Zepeda
Seattle street visual courtesy of Dr. Antha Holt
Skateboard singer video found on Instagram
This post updated on September 1.
Aug
25
“The path to differentiation begins with intensely understanding your target audience.” ~Saythi V., as seen on LinkedIn
Differentiation strategies have a positive effect when frequently used and combined with teacher structure and students’ motivation (Guay, et al., 2017).
References
Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British Journal of Educational Psychology, 87(2), 224–240. https://doi-org.vproxy.cune.edu/10.1111/bjep.12146
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Aug
11
“To listen to archival silences is to attend consciously and carefully to what is not there and to be receptive to whispers that come around and through a formal archive, whispers that fill the silences with stories.” ~ Kara W. Swanson, 2022
*Footnote by Swanson~ “The metaphor of archival “silences” is a common means of acknowledging those whose experiences are not found in archives or are only recorded indirectly by others, an ongoing methodological challenge, particularly for historians of marginalized peoples.”
https://archivefutures.com/2013/07/12/welcome/
“The absence of these voices and insights is what is described as an ‘archival silence’ –defined as ‘the unintentional or purposeful absence or distortion of documentation of enduring value, resulting in gaps and inabilities to represent the past accurately.’” ~ Kaitlin Smith, 2021
“There is a concept in the field of archiving under which the struggles of the Indigenous peoples (IPs) fall – ‘archival silences.’ It is defined as the omission or distortion, intentional or not, of the documentation of anything that has enduring value, leading to gaps in depicting the past.'” ~ Kim Balasabas, JJ Mercado, Cammylle Beltran, 2022
October is American Archives Month.
References
Balasabas, K; Mercado, J.J.; and Beltran, C. (2022). Indigenous communities still battle with archival silences. The LaSallian. https://thelasallian.com/2022/10/28/indigenous-communities-still-battle-with-archival-silences/
Smith, K (2021). The problem of archival silences. Facing History. https://www.facinghistory.org/ideas-week/problem-archival-silences
Swanson, K. W., (2022). Centering Black Women inventors: Passing and the patent archive. 25 Stanford Technology Law Review 305 (2022), Northeastern University School of Law Research Paper No. 419-2022, Available at SSRN: https://ssrn.com/abstract=4007539
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4007539
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