http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 Most Recent Submissions from Elizabeth_Hubbell on ASCD EDge Wed, 27 Jun 2012 15:07:29 GMT Wed, 27 Jun 2012 15:07:29 GMT website@ascd.org (ascdAdmin) website@ascd.org (ascdAdmin) KickApps Feed Builder 2012-06-27T15:07:29Z 7 http://edge.ascd.org/service/searchEverything.kickAction?as=127586&includeVideo=on&includeAudio=on&includePhoto=on&includeBlog=on&sortType=recent 0 http://edge.ascd.org/_Trend-Spotting-The-Evolving-Role-of-Museums-in-Education/blog/6195513/127586.html [image]On the Horizon, an international journal that explores emerging issues as technology  changes the nature of education and learning, has released a concept paper titled, Museums and the Future of Education. Co-authored by Scott Kratz, vice president for education at the National Building Museum in Washington, D.C., and Elizabeth Merritt, founding director of the Center for the Future of Museums, the paper explores the vibrant role that museums could play should education experience a profound shift from  traditional teacher- and school-centered models to more informal, personalized, “passion-based” models. There are several signals that indicate this shift is a very real possibility. The unprecedented interest in open-source education resources such as MIT’s OpenCourseWare and the Khan Academy signify the public’s growing willingness to explore learning outside of a formal classroom. The emergence of cheap (or free) and easy-to-use publication and dissemination tools such as Apple’siBooks Author means that everyone, not only textbook companies, now has the power to create high quality educational resources. Even the growing trend of “unconferences,” where participants gather for spontaneous informal learning sessions, often with topics agreed upon by the group, indicates a desire for professionals and life-long learners to create informal learning networks for their professional development. What I found most intriguing about the ideas in this concept paper was how closely they paralleled the future educational landscape that McREL described in 2011 when we wrote,The Future of Schooling: Educating America in 2020. In some of the scenarios described in the book, education was no longer depicted as an institution of age-grouping, grades, and school buildings, but had morphed into systems that relied on inexpensive online resources, informal networks of learners and teachers, and local educational institutions (primarily museums) to provide differentiated instruction for learners of all ages.  What would this shift mean for today’s educators, and how close are we, really, to such a reality? Schools such as the Science Leadership Academy in Philadelphia and those inAdams County, Colorado already offer alternatives to a traditional model of school. A more informal model of schooling would mean new opportunities, but also new threats for those currently in America’s education system. Consider your current role in your school, district, or organization and complete a SWOT analysis to help you think about the Strengths, Weaknesses, Opportunities, and Threats that an informal learningenvironment would have.   Access a free copy of the concept paper and watch a recording of Elizabeth Merritt’s May 24th webinar presentation on Steve Hargadon’s website. Written by Elizabeth Ross Hubbell, co-author of Classroom Instruction that Works, 2ndedition (ASCD, 2012). [image]On the Horizon, an international journal that explores emerging issues as technology  changes the nature of education and learning, has released a concept paper titled, Museums and the Future of Education. Co-authored by Scott Kratz, vice president for education at the National Building Museum in Washington, D.C., and Elizabeth Merritt, founding director of the Center for the Future of Museums, the paper explores the vibrant role that museums could play should education experience a profound shift from  traditional teacher- and school-centered models to more informal, personalized, “passion-based” models. There are several signals that indicate this shift is a very real possibility. The unprecedented interest in open-source education resources such as MIT’s OpenCourseWare and the Khan Academy signify the public’s growing willingness to explore learning outside of a formal classroom. The emergence of cheap (or free) and easy-to-use publication and dissemination tools such as Apple’siBooks Author means that everyone, not only textbook companies, now has the power to create high quality educational resources. Even the growing trend of “unconferences,” where participants gather for spontaneous informal learning sessions, often with topics agreed upon by the group, indicates a desire for professionals and life-long learners to create informal learning networks for their professional development. What I found most intriguing about the ideas in this concept paper was how closely they paralleled the future educational landscape that McREL described in 2011 when we wrote,The Future of Schooling: Educating America in 2020. In some of the scenarios described in the book, education was no longer depicted as an institution of age-grouping, grades, and school buildings, but had morphed into systems that relied on inexpensive online resources, informal networks of learners and teachers, and local educational institutions (primarily museums) to provide differentiated instruction for learners of all ages.  What would this shift mean for today’s educators, and how close are we, really, to such a reality? Schools such as the Science Leadership Academy in Philadelphia and those inAdams County, Colorado already offer alternatives to a traditional model of school. A more informal model of schooling would mean new opportunities, but also new threats for those currently in America’s education system. Consider your current role in your school, district, or organization and complete a SWOT analysis to help you think about the Strengths, Weaknesses, Opportunities, and Threats that an informal learningenvironment would have.   Access a free copy of the concept paper and watch a recording of Elizabeth Merritt’s May 24th webinar presentation on Steve Hargadon’s website. Written by Elizabeth Ross Hubbell, co-author of Classroom Instruction that Works, 2ndedition (ASCD, 2012). Wed, 27 Jun 2012 15:07:29 GMT http://edge.ascd.org/_Trend-Spotting-The-Evolving-Role-of-Museums-in-Education/blog/6195513/127586.html Elizabeth_Hubbell 2012-06-27T15:07:29Z Blogs ASCD EDge [image]On the Horizon, an international journal that explores emerging issues as technology  changes the nature of education and learning, has released a concept paper titled, Museums and the Future of Education. Co-authored by Scott Kratz, vice president for education at the National Building Museum in Washington, D.C., and Elizabeth Merritt, founding director of the Center for the Future of Museums, the paper explores the vibrant role that museums could play should education experience a profound shift from  traditional teacher- and school-centered models to more informal, personalized, “passion-based” models. There are several signals that indicate this shift is a very real possibility. The unprecedented interest in open-source education resources such as MIT’s OpenCourseWare and the Khan Academy signify the public’s growing willingness to explore learning outside of a formal classroom. The emergence of cheap (or free) and easy-to-use publication and dissemination tools such as Apple’siBooks Author means that everyone, not only textbook companies, now has the power to create high quality educational resources. Even the growing trend of “unconferences,” where participants gather for spontaneous informal learning sessions, often with topics agreed upon by the group, indicates a desire for professionals and life-long learners to create informal learning networks for their professional development. What I found most intriguing about the ideas in this concept paper was how closely they paralleled the future educational landscape that McREL described in 2011 when we wrote,The Future of Schooling: Educating America in 2020. In some of the scenarios described in the book, education was no longer depicted as an institution of age-grouping, grades, and school buildings, but had morphed into systems that relied on inexpensive online resources, informal networks of learners and teachers, and local educational institutions (primarily museums) to provide differentiated instruction for learners of all ages.  What would this shift mean for today’s educators, and how close are we, really, to such a reality? Schools such as the Science Leadership Academy in Philadelphia and those inAdams County, Colorado already offer alternatives to a traditional model of school. A more informal model of schooling would mean new opportunities, but also new threats for those currently in America’s education system. Consider your current role in your school, district, or organization and complete a SWOT analysis to help you think about the Strengths, Weaknesses, Opportunities, and Threats that an informal learningenvironment would have.   Access a free copy of the concept paper and watch a recording of Elizabeth Merritt’s May 24th webinar presentation on Steve Hargadon’s website. Written by Elizabeth Ross Hubbell, co-author of Classroom Instruction that Works, 2ndedition (ASCD, 2012). academy, analysis, blogs, education, khan, learning, online, open, resources, source, swot, technology nonadult false Trend Spotting: The Evolving Role of Museums in Education text blog academy,analysis,blogs,education,khan,learning,online,open,resources,source,swot,technology 728 10 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 Blogs 0 6195513 19670228 ASCD EDge Member 440 http://edge.ascd.org/_dmnsjpg/photo/17032877/127586.html Wed, 27 Jun 2012 15:06:43 GMT http://edge.ascd.org/_dmnsjpg/photo/17032877/127586.html Elizabeth_Hubbell 2012-06-27T15:06:43Z ASCD EDge nonadult false dmns.jpg photo 219 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 0 17032877 19670228 ASCD EDge Member 440 http://edge.ascd.org/_DMNS/photo/17032873/127586.html Denver Museum of Nature & Science Denver Museum of Nature & Science Wed, 27 Jun 2012 15:05:57 GMT http://edge.ascd.org/_DMNS/photo/17032873/127586.html Elizabeth_Hubbell 2012-06-27T15:05:57Z ASCD EDge Denver Museum of Nature & Science nonadult false DMNS photo 227 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 0 17032873 19670228 ASCD EDge Member 440 http://edge.ascd.org/_The-evolving-landscape-of-educational-research-What-a-difference-a-decade-can-make/blog/5693759/127586.html [image]When the first edition of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (CITW) was published in 2001, it gave the educational world unprecedented guidance for using research-based strategies in a practical way. Free from any one particular philosophy or program, this was one of the first books for educators that very simply said, “This is what works.” McREL's continued requests for training, services, and products based on this seminal work are indicative of its lasting relevance in the field.   Yet, what a difference a decade can make! Since that initial publication, our profession has been enlightened by the works of Carol Dweck, John J. Medina, Linda Darling-Hammond, Nancy Frey, and many others. We know more now about student motivation, providing feedback, the power of multimedia and images, and scaffolding learning that we ever did before. While we have been humbled by the success of the first edition of CITW, it became more and more apparent that the work was in need of an update as we helped educators learn the nuances of the nine categories of effective strategies. In addition to including emerging research in the field, we felt the need to make correlations with dynamic developments in educational technology and an increased focus on 21st century skills.   Perhaps our biggest incentive for rewriting the book came from our experiences in working with thousands of schools and districts on learning CITW. As we talked with educators and school or district leaders, we realized that there were parts of the first version of CITW that were confusing or unclear. For instance, the 2001 publication lists the strategies in order of impact on effect size, starting with Identifying Similarities and Differences and ending with Cues, Questions, and Advance Organizers. This sent an unintended message to readers that those strategies listed at the top were of higher priority than those at the bottom. Countless times, we heard clients say they intended to focus on the "best" strategies that school year and, if time allowed, they would turn their efforts to the "lower" strategies. This was, of course, no fault of school leaders or educators; it simply reflected changes we knew we wanted to make. [image]   Classroom Instruction that Works, Second Edition, addresses these issues and incorporates the best thinking on instruction from the past decade. For one, we created a framework to help educators prioritize the strategies as well as know when each strategy should be used when planning for instruction. We also reference how these strategies integrate with new technologies and 21st century learning. In the new research, the strategies have remained the same, but the findings and how we talk about them has changed. To that end, each strategy in the second edition of CITW includes the following sections.   Why this Category is Important includes findings from the new research and how these differ or are in support of findings from the initial meta-analysis.   Classroom Practice gives practical classroom recommendations as well as vignettes to help readers see the strategy in action.   Today's Learners outlines how these recommendations fit with 21st century classrooms, student-centered instruction, and modern technologies.   Tips for Teaching gives key points or take-aways from the chapter.   Classroom Instruction That Works, Second Edition, takes a classic publication on instruction and makes it fresh by drawing from new research, providing better organization of the strategies, and addressing its relevance to our classrooms today. The book will be available on January 16 from www.ascd.org. We look forward to hearing your feedback! [image]When the first edition of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (CITW) was published in 2001, it gave the educational world unprecedented guidance for using research-based strategies in a practical way. Free from any one particular philosophy or program, this was one of the first books for educators that very simply said, “This is what works.” McREL's continued requests for training, services, and products based on this seminal work are indicative of its lasting relevance in the field.   Yet, what a difference a decade can make! Since that initial publication, our profession has been enlightened by the works of Carol Dweck, John J. Medina, Linda Darling-Hammond, Nancy Frey, and many others. We know more now about student motivation, providing feedback, the power of multimedia and images, and scaffolding learning that we ever did before. While we have been humbled by the success of the first edition of CITW, it became more and more apparent that the work was in need of an update as we helped educators learn the nuances of the nine categories of effective strategies. In addition to including emerging research in the field, we felt the need to make correlations with dynamic developments in educational technology and an increased focus on 21st century skills.   Perhaps our biggest incentive for rewriting the book came from our experiences in working with thousands of schools and districts on learning CITW. As we talked with educators and school or district leaders, we realized that there were parts of the first version of CITW that were confusing or unclear. For instance, the 2001 publication lists the strategies in order of impact on effect size, starting with Identifying Similarities and Differences and ending with Cues, Questions, and Advance Organizers. This sent an unintended message to readers that those strategies listed at the top were of higher priority than those at the bottom. Countless times, we heard clients say they intended to focus on the "best" strategies that school year and, if time allowed, they would turn their efforts to the "lower" strategies. This was, of course, no fault of school leaders or educators; it simply reflected changes we knew we wanted to make. [image]   Classroom Instruction that Works, Second Edition, addresses these issues and incorporates the best thinking on instruction from the past decade. For one, we created a framework to help educators prioritize the strategies as well as know when each strategy should be used when planning for instruction. We also reference how these strategies integrate with new technologies and 21st century learning. In the new research, the strategies have remained the same, but the findings and how we talk about them has changed. To that end, each strategy in the second edition of CITW includes the following sections.   Why this Category is Important includes findings from the new research and how these differ or are in support of findings from the initial meta-analysis.   Classroom Practice gives practical classroom recommendations as well as vignettes to help readers see the strategy in action.   Today's Learners outlines how these recommendations fit with 21st century classrooms, student-centered instruction, and modern technologies.   Tips for Teaching gives key points or take-aways from the chapter.   Classroom Instruction That Works, Second Edition, takes a classic publication on instruction and makes it fresh by drawing from new research, providing better organization of the strategies, and addressing its relevance to our classrooms today. The book will be available on January 16 from www.ascd.org. We look forward to hearing your feedback! Fri, 06 Jan 2012 02:26:04 GMT http://edge.ascd.org/_The-evolving-landscape-of-educational-research-What-a-difference-a-decade-can-make/blog/5693759/127586.html Elizabeth_Hubbell 2012-01-06T02:26:04Z ASCD EDge [image]When the first edition of Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement (CITW) was published in 2001, it gave the educational world unprecedented guidance for using research-based strategies in a practical way. Free from any one particular philosophy or program, this was one of the first books for educators that very simply said, “This is what works.” McREL's continued requests for training, services, and products based on this seminal work are indicative of its lasting relevance in the field.   Yet, what a difference a decade can make! Since that initial publication, our profession has been enlightened by the works of Carol Dweck, John J. Medina, Linda Darling-Hammond, Nancy Frey, and many others. We know more now about student motivation, providing feedback, the power of multimedia and images, and scaffolding learning that we ever did before. While we have been humbled by the success of the first edition of CITW, it became more and more apparent that the work was in need of an update as we helped educators learn the nuances of the nine categories of effective strategies. In addition to including emerging research in the field, we felt the need to make correlations with dynamic developments in educational technology and an increased focus on 21st century skills.   Perhaps our biggest incentive for rewriting the book came from our experiences in working with thousands of schools and districts on learning CITW. As we talked with educators and school or district leaders, we realized that there were parts of the first version of CITW that were confusing or unclear. For instance, the 2001 publication lists the strategies in order of impact on effect size, starting with Identifying Similarities and Differences and ending with Cues, Questions, and Advance Organizers. This sent an unintended message to readers that those strategies listed at the top were of higher priority than those at the bottom. Countless times, we heard clients say they intended to focus on the "best" strategies that school year and, if time allowed, they would turn their efforts to the "lower" strategies. This was, of course, no fault of school leaders or educators; it simply reflected changes we knew we wanted to make. [image]   Classroom Instruction that Works, Second Edition, addresses these issues and incorporates the best thinking on instruction from the past decade. For one, we created a framework to help educators prioritize the strategies as well as know when each strategy should be used when planning for instruction. We also reference how these strategies integrate with new technologies and 21st century learning. In the new research, the strategies have remained the same, but the findings and how we talk about them has changed. To that end, each strategy in the second edition of CITW includes the following sections.   Why this Category is Important includes findings from the new research and how these differ or are in support of findings from the initial meta-analysis.   Classroom Practice gives practical classroom recommendations as well as vignettes to help readers see the strategy in action.   Today's Learners outlines how these recommendations fit with 21st century classrooms, student-centered instruction, and modern technologies.   Tips for Teaching gives key points or take-aways from the chapter.   Classroom Instruction That Works, Second Edition, takes a classic publication on instruction and makes it fresh by drawing from new research, providing better organization of the strategies, and addressing its relevance to our classrooms today. The book will be available on January 16 from www.ascd.org. We look forward to hearing your feedback! citw, instruction, mcrel, research, strategies nonadult false The evolving landscape of educational research: What a difference a decade can make! text blog citw,instruction,mcrel,research,strategies 1654 12 5.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 0 5693759 19670228 ASCD EDge Member 440 http://edge.ascd.org/_citw-2-book-coversmalljpg/photo/15795989/127586.html Fri, 06 Jan 2012 02:20:35 GMT http://edge.ascd.org/_citw-2-book-coversmalljpg/photo/15795989/127586.html Elizabeth_Hubbell 2012-01-06T02:20:35Z ASCD EDge nonadult false citw 2 book cover_small.jpg photo 361 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 0 15795989 19670228 ASCD EDge Member 440 http://edge.ascd.org/_StrategyFrameworkPNG/photo/15795995/127586.html Thu, 05 Jan 2012 16:21:38 GMT http://edge.ascd.org/_StrategyFrameworkPNG/photo/15795995/127586.html Elizabeth_Hubbell 2012-01-05T16:21:38Z ASCD EDge nonadult false StrategyFramework.PNG photo 442 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 0 15795995 19670228 ASCD EDge Member 440 http://edge.ascd.org/_ERHBotGardjpg/photo/7484447/127586.html Tue, 26 Jan 2010 17:50:50 GMT http://edge.ascd.org/_ERHBotGardjpg/photo/7484447/127586.html Elizabeth_Hubbell 2010-01-26T17:50:50Z ASCD EDge nonadult false ERH_BotGard.jpg photo 228 0 0.0 http://edge.ascd.org/service/displayKickPlace.kickAction?u=19670228&as=127586 http://media.kickstatic.com/kickapps/images/127586/photos/PHOTO_15792208_127586_19670228_ap_160X120.jpg false United States CO Denver 0 0 7484447 19670228 ASCD EDge Member 440