Marc Prensky's Teaching Digital Natives: Partnering for Real Learning is an outstanding read.

Bergmann and Sams at Woodlank Park High School are leading the way in flipping the classroom.

Check out Julie Doyle's awesome Prezi about standards-based grading.
Dan Pink has done some excellent work towards discovering what really motivates people.  Here's the gist of it, in a nutshell (check out the RSA Animate).

Disrupting Class: How Disruptive Innovation Will Change the way the World Learns presents a very interesting discussion of contemporary education.  According to the authors,
           As the monolithic system of instruction shifts to a learning system powered by student-centric technology, teachers' roles with gradually shift over time, too.  The shift might
           not be easy, but it will be rewarding.  Instead of spending most of their time delivering one-size-fits all lessons year after year, teachers can spend much more of their time 
           traveling from student to student to help individuals with with individual problems.  Teachers will act more as learning coaches and tutors to help students find the learning     
           approach that makes the most sense for them.  They will mentor and motivate them through the learning with the aid of real-time computer data on how the student is 
           learning.  (1896-97)
Some students in Texas are working on an awesome project!  Here's what their teacher, J. Fletcher, says:
        "I’ve learned a lot about teaching in the last three months,” he writes. “Educational needs aren’t the same     
        as when I was in middle school twenty years ago. The modern educator is a facilitator, an organizer, and a guide –   
        the modern educator is NOT a teacher. We are no longer (or should no longer be) in the business of giving information.
        The information is out there, easily grasped. It’s our job to present it to the students in a way that makes them want to
        learn themselves."

This quick clip shows the way Microsoft is using podcasting and an innovative platform to network within the company.  Why do we need to prepare students to communicate with new digital media?  Check out the clip!

If you're interested in finding out whether teaching new digital media literacy, fostering global perspectives among our students, and practicing critical thinking in the realm of technology are really that important check out "Revolution in Cairo" (25 minutes) linked here:

What's the value of allowing hunches to come together? 
Why is it important to be vulnerable?  What role can vulnerability and "putting yourself out there" play for students and teachers?  Check out Brene Brown at TEDxHouston.
Mitra's talk on child-driven education explores the following questions.  What is the value of a teacher saying "I don't know"?
How does this apply to our students? How do we give them a global outlook and audience?
What do you think about the speaker's statement about memorizing--or not memorizing--information on Google?
Can 10-year-olds engage with Pythagoras?
Bill Gates makes some interesting points about educational funding.

Tom Vander Ark presents 8 World Shaping Megatrends.  In doing so, he speaks to the possibilities of differentiated learning through technology.

Mr. Corbo, English 12 teacher extraordinaire: 

This NY Times article makes some excellent points about making the work "real" using wikis.

From Mari Hobkirk's Jeffco Hybrid Learning Course:

Understanding the Rigor/Relevance Framework                                                                           

The Rigor/Relevance Framework is  a tool based on higher standards and student acheivement.  This tool was developed by the staff at the International Center for Leadership in Education, and specifically by Bill Daggett.   

For an introduction to the Rigor/Relevance Framework, watch the Introduction to the Rigor/Relevance Framework  (about 6 minutes).  This presentation was made by Richard Hardy, currently teaching at Green Mountain High School, as he was part of the team working with Bill Daggett on developing the framework. 


The image to the right is a the Rigor/Relevance Framework.  Notice across the bottom are the levels of Bloom's taxonomy.  We want you to learn the four different quadrants of the framework.

Below are some best strategies for each quadrant in the framework:  

Quadrant C - Assimilation

  • Brainstorming
  • Inquiry
  • Instructional Technology
  • Research
  • Socratic Seminar
  • Teacher Questions

Quadrant D - Adaptation

  • Brainstorming
  • Inquiry
  • Instructional Technology
  • Research
  • Socratic Seminar
  • Teacher Questions
  • Presentations/Exhibitions
  • Problem-based Learning
  • Project Design
  • Simulation/Roleplaying
  • Work-based Learning

Quadrant A - Aquisition

  • Guided Practice
  • Lecture
  • Memorization

Quadrant B - Application

  • Cooperative Learning
  • Demonstraion
  • Instructional Technology
  • Problem-based learning
  • Project Design
  • Simulation/Role Playing
  • Work-based Learning

If you are unfamiliar with some of these teaching strategies, check this list of definitions 


Here's a good article about blended learning.  The site offers on possible rubric for program evaluation.  One compelling excerpt from the article:

As with any new trend, there is great pressure for schools, educators, and students to jump into             online learning without asking whether and how it is the right solution to student, teacher, and system needs. A good starting point for any organization wishing to develop and implement an online-learning program—whether it is a fully functional online school or the selection of individual courses, assessments, or professional-development workshops—is to ask one fundamental question: What is your relationship to the Internet?

There is great pressure ... to jump into online learning without asking whether and how it is the right solution to student, teacher, and system needs.

For example, is your school’s or district’s relationship one of open access, in which students and teachers use mobile devices to download digital content and connect with peers worldwide, Internet-based instruction is found in every content area and grade level, and teachers receive sustained professional development in using emerging technologies?

Or, is your relationship one in which students are told to leave their cellphones in their lockers (better still, at home); teachers are restricted from all websites ending in “.com,” regardless of their content; and there is no system in place to protect identifiable student information?

If you answered yes to the first set of questions, your school or district may be ready to develop and implement an online or blended instructional program.

Setting up a Class List in SMART Response.pdf

Subpages (1): SMART Resources
Travis Macy,
Feb 15, 2012, 12:05 PM