This was not as good as the title sounded…. Rather than steps to move faculty, it was an explanation of a particular activity this presenter uses.\u00a0 Speaker discussed innovation as part of one activity rather than a continuum.\u00a0 I had to lead early cuz my iPad started playing music and I couldn’t stop it!\u00a0 Good thing I won’t see those people again my life. I never ever even ever ever play music on my iPad.\u00a0 Here are\u00a09 of the 10 steps before I had to leave w my music blaring:<\/p>\n
\u00a01. invite teachers to think about theeir personal preferences<\/p>\n
Ask: what do i love to do when i have spare time?\u00a0 get teachers to look at who they are<\/p>\n
“Do” is important, not “know” – someone else said this in another session I attended.<\/p>\n
Book called Strengths Finder 2.0 by Tom Rath allows adults to take a test and find out what your strenghts are.\u00a0 All positive things.\u00a0 Speaker gave teachers book at end of SY and asked them to email tesst results b4 return to school.\u00a0 Breaks people up into categories:<\/p>\n
\u00a0\u00a0\u00a0 thinkng strengths<\/p>\n
\u00a0\u00a0 relating strenghts<\/p>\n
\u00a0\u00a0 influencing strengths<\/p>\n
\u00a0\u00a0 executing strengths – executors are arrangers: science, art, kindergarten<\/p>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 restorative: math, english art<\/p>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 this student woldn’t have been fixed w\/o your help<\/p>\n
\u00a0Get faculty to think about their strengths – use different language.\u00a0 Divide teachers into their categories and come up with strenghts of their work style<\/p>\n
\u00a0graffle software – brainstorm something i want to learn to DO<\/p>\n
Teachers choose something to learn to do and will learn alongside studentnts.\u00a0 students will leran something the teacher wants to learn\u00a0 – aren’t they doing that anyway?<\/p>\n
\u00a0diigo great bookmarking site for students and teachers.\u00a0 holds students accountable for research. teachers can go to site and see where students have been.<\/p>\n
\u00a02. conduct a strengths workshop<\/p>\n
3. brainstorm, “something i want to learn more about”<\/p>\n
4. invite techers to choose a topic<\/p>\n
5. research \/ bookmark\/webhunt<\/p>\n
6. learn and use a new web-based tool<\/p>\n
must learn a new web-based tool.\u00a0 Google the 100 best web 2.0 classroom tools<\/p>\n
7. create a unit and a calendar<\/p>\n
8. make studnets aware\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>\n
9. Okay, music started playing a few seconds ago…. Gotta go!<\/p>\n
10<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
This was not as good as the title sounded…. Rather than steps to move faculty, it was an explanation of a particular activity this presenter uses.\u00a0 Speaker discussed innovation as part of one activity rather than a continuum.\u00a0 I had … Continue reading