|Announcing our new MIEEs and Showcase Schools for 2016-17
As you know one of the programs I lead as part of the Microsoft in Education School Leader Audience strategy is the global Microsoft School and Microsoft Showcase School program.
Microsoft is excited to announce the Microsoft Innovative Educator Experts and Microsoft Showcase Schools for 2016-17. From the hundreds of thousands of amazing educators we reach via our events, trainings and online educator community, we’ve selected the best of the best, representing over 4800 MIEEs and 851 Microsoft Showcase Schools.
View the names of our Microsoft Innovative Educator Experts and Microsoft Showcase Schools and amplify via social leveraging the below:
Find great free leadership tools http://aka.ms/leadertools
A couple of years ago I interviewed , Jayne Heath, a deputy from a large specialized school, to discuss the importance of personalized professional learning.
Find out more about whole school transformation processes here
How to leaders at different career stages respond to some of the most common leadership scenarios? In this series of interviews I conducted a couple of years ago, I capture the leadership voices and seek their insights.
Access more leadership tools http://aka.ms/leadertools
Find out about the Showcase School program http://aka.ms/showcaseschools
The Gradual Release of Responsibility Instructional Framework
The following text reproduced from website here
The gradual release of responsibility instructional framework purposefully shifts the cognitive load from teacher-as-model, to joint responsibility of teacher and learner, to independent practice and application by the learner (Pearson & Gallagher, 1983). It stipulates that the teacher moves from assuming “all the responsibility for performing a task … to a situation in which the students assume all of the responsibility” (Duke & Pearson, 2002, p. 211). This gradual release may occur over a day, a week, a month, or a year. Graves and Fitzgerald (2003) note that “effective instruction often follows a progression in which teachers gradually do less of the work and students gradually assume increased responsibility for their learning. It is through this process of gradually assuming more and more responsibility for their learning that students become competent, independent learners” (p. 98).
The gradual release of responsibility framework, originally developed for reading instruction, reflects the intersection of several theories, including
- Piaget’s (1952) work on cognitive structures and schemata
- Vygotsky’s (1962, 1978) work on zones of proximal development
- Bandura’s (1965) work on attention, retention, reproduction, and motivation
- Wood, Bruner, and Ross’s (1976) work on scaffolded instruction
Taken together, these theories suggest that learning occurs through interactions with others; when these interactions are intentional, specific learning occurs.
Unfortunately, most current efforts to implement the gradual release of responsibility framework limit these interactions to adult and child exchanges: I do it; we do it together; you do it. But this three-phase model omits a truly vital component: students learning through collaboration with their peers—the you do it together phase. Although the effectiveness of peer learning has been demonstrated with English language learners (Zhang & Dougherty Stahl, 2011), students with disabilities (Grenier, Dyson, & Yeaton, 2005), and learners identified as gifted (Patrick, Bangel, & Jeon, 2005), it has typically been examined as a singular practice, isolated from the overall instructional design of the lesson. A more complete implementation model for the gradual release of responsibility recognizes the recursive nature of learning and has teachers cycle purposefully through purpose setting and guided instruction, collaborative learning, and independent experiences. In Figure 1.1, we map out these phases of learning, indicating the share of responsibility that students and teachers have in each.
Figure 1.1. A Structure for Instruction That Works
We are not suggesting that every lesson must always start with focused instruction (goal setting and modeling) before progressing to guided instruction, then to collaborative learning, and finally to independent tasks (Grant, Lapp, Fisher, Johnson, & Frey, 2012). Teachers often reorder the phases—for example, begin a lesson with an independent task, such as bellwork or a quick-write, or engage students in collaborative peer inquiry prior to providing teacher modeling.
Further references here
Are the technologies that surround us tools that we can identify, grasp and consciously use to improve our lives? Or are they more than that: powerful objects and enablers that influence our perception of the world, change our behaviour and affect what it means to be human?
Technologies are emerging and affecting our lives in ways that indicate we are at the beginning of a Fourth Industrial Revolution, a new era that builds and extends the impact of digitization in new and unanticipated ways. It is therefore worthwhile taking some time to consider exactly what kind of shifts we are experiencing and how we might, collectively and individually, ensure that it creates benefits for the many, rather than the few.
When were the other industrial revolutions?
The First Industrial Revolution is widely taken to be the shift from our reliance on animals, human effort and biomass as primary sources of energy to the use of fossil fuels and the mechanical power this enabled. The Second Industrial Revolution occurred between the end of the 19th century and the first two decades of the 20th century, and brought major breakthroughs in the form of electricity distribution, both wireless and wired communication, the synthesis of ammonia and new forms of power generation. The Third Industrial Revolution began in the 1950s with the development of digital systems, communication and rapid advances in computing power, which have enabled new ways of generating, processing and sharing information.
read the remainder here
From the New Philosopher, Summer 2016 http://www.newphilosopher.com
How important is formal education for a child’s development? Apparently a lot, if you consider the amount spent on sending children to private schools.
In Britain, private schoolingfor 14 years costs parents up to (USD$400,000) per child, according to the Centre for Economics and Business Research. Educating a child in an Australian private school costs much the same (USD$411,OOO); in the US or Canada tuition fees for one child will add up to around USD$300,000.
It’s clear that private schooling today is a hefty outlay, even for the rich.
But the type of instruction children receive during the day is playing a less significant role in their overall education, according to statistics from Nielsen.
The research firm reports that while children in the US spend 900 hours a year immersed in the school curriculum, a total of 2,500 hours each year are spent studying the media curriculum — including 1,500 hours examining the television. In other words, the media is by far the leading educator of children today.
The media’s standardised content does not discriminate between rich and poor, giving all children an equal start in life. For instance, by the time the average child finishes primary school they will have watched over 8,000 murders on television. By age 18, thanks to media school, a young adult will have witnessed 16,000 murders and 200,000 acts of violence.
In addition to murders, another compulsory subject for children is sex. Two out of three television shows include sexual content, and over 58 per cent of youths aged 14 to 17 report having seen a pornographic website. “Between the ages of three and eighteen, the average American youngster will see about 500,000 television commercials, which means that the television commercial is the single most substantial source of values to which the young are exposed,” writes Neil Postman in The End of Education. Washington University notes that 100,000 of these advertisements watched by US teens are likely to be advertisements for beer.
So it seems that alcohol, sex, and murder are the subject majors for children studying the media curriculum.
Before the advent of television and the Internet, violence, drug abuse, murder, and random sex acts were witnessed only by children of the unfortunate few.
Today, all children major in these topics — regardless of how their parents bring them up or how much of the family fortune is invested in school fees.