Teacher education goes on line

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Are Interactive whiteboards worth?

Interactive whiteboards have become popular over the last few years, and it appears that their use will continue to grow exponentially.
An interactive whiteboard is a large display that connects to a computer and a projector. The projector projects the computer's desktop onto the board's surface, where users control the computer with a pen, finger, or other device. The board is typically mounted to a wall or floor stand. Various accesories, such as student response systems, enable interactivity.
In a recent study carried out to find out the impact whiteboards have on studens' learning, researchers found that students achieved better and significant results.
The study also suggests how teachers might use interactive whiteboards more effectively:
- Organize information according to students'needs
- Do not overwhelm students with too much content and visuals
- Pace the lesson intelligently
- Visuals should focus on the important information
- Balance visuals and written information on flipcharts
- Work out why an answer is correct or incorrect with students before using reinforcing features like the virtual applause
Interactive whiteboards have great potential as a tool to enhance pedagogical practices and improve students'learning, but teachers must understand that whiteboards like many other powerful techno tool must be used thoughtfully, in accordance with what we know about good classroom practice.
Adapted from "Teaching with Interactive Whiteboards" by Robert J. Marzano, Educational Leadership, November 2009 Vol.67 Nº3 - www.ascd.org

How to become a "Master Teacher"

Is great teaching "a gift" that only a few of us are born with, or is it "a skill that can be learned"?

As to methods, there may be a million and then some, but principles are few. The man who grasps principles can successfully select his own methods. The man who tries methods, ignoring principles, is sure to have trouble.

Ralph Waldo Emerson

Just because we went to school for teaching doesn't mean that we come out of school as master teachers. Even if you were a good student in school, it does not mean that you will be a good teacher. The tasks you were asked to do in school are fundamentally different from the day-to-day tasks you are asked to do as a teacher. In fact, most teachers will tell you that although their education courses and their student teaching gave them a good theoretical background, what they really learned about teaching, they learned on the job.

But teaching for many years is not enough to make you a master teacher either. There are some teachers who have been teaching for more than 20 years and still think and behave like novices; other teachers have become master teachers after only a few years of experience. And, the sad truth is that some of us never become master teachers no matter how many years we've been teaching.

Experience alone does not make you a master teacher any more than practicing scales twice a day makes you a concert pianist. Mastery teaching is not about the time you put in. It's what you do with your time that counts.

You see, mastery teaching requires specific, intentional practice.

What Is the Master Teacher Mindset?

The master teacher mindset is really a disposition toward teaching. It is a way of thinking about instruction, about students, about learning, and about teaching in general that makes teaching fluid, efficient, and effective. Many of us think that in order to be a good teacher, we need to have all the answers. We focus our time and energy accumulating strategies and skills, hoping that if we have a big enough bag of tricks, we will be prepared to face whatever happens in the classroom. The master teacher mindset means knowing that having all the answers isn't nearly as important as knowing what questions to ask. It means knowing that if you ask the right question the question itself will lead you to the information that you need to examine in order to find the answer. Good questions reveal what information is relevant, when information is sufficient, and how that information should be used appropriately.

The master teacher mindset also means knowing how to ask students the right questions, the kind of questions that lead to deeper thinking, increased motivation, and more student ownership over their own work. Master teachers spend more time refining their inquiry skills and their own curiosity than they do collecting strategies and skills.

The mastery principles are

1. Master teachers start where their students are.
2. Master teachers know where their students are going.
3. Master teachers expect to get their students to their goal.
4. Master teachers support their students along the way.
5. Master teachers use feedback to help them and their students get better.
6. Master teachers focus on quality rather than quantity.
7. Master teachers never work harder than their students.

You may be surprised that none of these principles seems especially earth shattering. They almost seem to be common teaching sense. Most of us know already that we need to set goals or to assess student progress. We learn it the first day in college. I would venture that most of us will claim we are already abiding by these principles in our daily practice. We already set high expectations for our students. We already try to get our students to do their own work. After all, what teacher will admit "I don't have high expectations for my students," or "I don't provide my students with the supports they will need to be successful"?

So why is it that so many of us still find teaching so challenging? Why is it that we are still not successful withall of our students? If the principles are so effective, and if we are already using the principles in our daily practice, why are we still struggling to reach every student, every day?

What separates master teachers from the rest of us is that master teachers learned how to use the principles effectively, and rigorously apply these principles to their teaching. In fact, these principles have become such an integral part of their teaching that master teachers no longer have to consciously think about them. Applying these principles has become a natural response to students' needs.

If you want to become a Master teacher, I really recommend you reading this book " Never work harder than your students" from ASCD books ( 2009), you can browse excerpts from www.ascd.org/books

URUGUAY'S PLAN CEIBAL

Uruguay's Plan Ceibal: The world's most ambitious roll-out of educational technologies? Submitted by Michael Trucano on Fri, 09/18/2009 - 22:19

"It is the most profound and irreversible of revolutions" said Uruguayan President Tabaré Vázquez of the myriad changes that information and communications technologies are having on societies. President Vázquez was speaking at an event sponsored by the Inter-american Development Bank in Washington last September 2009 to highlight his country's accomplishments under what may be the world's most ambitious nationwide roll-out of computers in a country's education system.


Plan Ceibal, the education reform initiative that is aiming (most famously) to provide one laptop for every student and teacher in Uruguay, is set, according to project director Miguel Brechner, to achieve 'full deployment' at the primary level by the end of this month, and is now targeting secondary education as well. Brechner's very informative presentation provided insight into the context, scale and ambition behind the initiative, and included some very intriguing preliminary results. Noting the changes that have occured since the project began to roll-out just a few years ago in partnership with the One Laptop Per Child (OLPC) initiative, Bechner stated that, when it came to individual access to personal computing for all students in Uruguay, "What was a privilege in 2006 is a right in 2009". The Uruguayan example, Brechner continued, shows that it is indeed possible to provide a laptop (for free) to every student, and how this can be done. In the case of Uruguay, "costs are manageable", he said, and "impacts are immediate". Uruguay's interest in serving as a global model for educational transformation enabled in large part by 1-to-1 computing for students is laudable, and Brechner's presentation was rather unique in that it shared cost data of the sort that is rarely published officially.


published by World Bank