INTERVIEWS PODCATS 2013
1. Ms. Harriet Rubin's Author of La Princessa's Interview by A-team and Gerry
July 14, 2013
check blog http://www.learningxxi.blogspot.com/2013/07/first-class-guest-speakers-in-your.html
Kristin Daniels -
Flipping Classes
Patricia Murphy -
Flipping Lessons
Dr.
Mike Hynes (closed)
Dr.
John J. Gallagher (video cast)
Dr. Joanne Dacek New York
School Psychologist Skills
Dr.
Karen Ames podcast
Dr. Cheryl
Howell podcast
Dr.
Rhoda Miller Video Cast Presentation
·
Dr. Miller Video cast analysis
The focus of this podcast discussion is flipped learning, also known as the flipped classroom. The major topics covered include the preparation required to establish a flipped classroom, the actual implementation of the flipped learning technique, student accountability, advantages and disadvantages/challenges, and the outcomes that may result from using the flipped learning approach. This discussion is intended to analyze one way technology can influence the future of education.
Participants:
References:
http://www.districtadministration.com/article/flipping-script-k12
3. Using technology for teaching - case of children with emotional disability
Participants: Geoff Haas
abstract of the interview
Interviews Dacek Dr. Joanne Daceck's Interview
The focus of this podcast discussion is on the New York
State School Psychologist Skills, Importance of Skills, and Competency to
Participate in Response to Intervention Initiatives in schools, self-efficacy.
The topics that were covered are, importance of professional development for
non-traditional personnel in schools, the difficulty of instituting change in
organizations, response to intervention, and self-efficacy amongst
psychologist.
|
Participants: o
Victor Davis o
Dr. Joanne Dacek, Bellmore
Public Schools Asst.
Superintendent for Instructional Purposes |
“What
my dissertation found was that, psychologist rate themselves as needing
additional training in order to be a part of the districts response to
intervention initiative” |
References:
· Bandura,
A. (1977). Self-efficacy: toward a unifying theory of behavioral change.
Psychological Review , 84 (2), 122=147.
· Burns,
M.K. & Coolong-Chaffin, M. (2006). Response to intervention: the role of and
effect on school psychology. School
Psychology Forum: Research and Practice. 1 (1), 3-15. Retrieved from
http://www.nasponline.org/publications/spf/index.aspx?vol=1&issue=1
·
Chafouleas, S.M., Riley-Tillman, T., & Eckert, T.L. (2003). A comparison of
school psychologists' acceptability, training, and use of norm-referenced,
curriculum-based, and brief experimental analysis methods to assess reading. School
Psychology Review, 32(2), 272.
Retrieved from
http://www.nasponline.org/publications/spr/index.aspx?vol=32&issue=2
· Cochrane,
W.S. & Laux, J.M. (2008). A survey investigating school psychologists’
measurement of treatment integrity in school-based interventions and their
beliefs about its importance. Psychology in the Schools, 45 (6), doi:
10.1002/pits.20319
·
Crepeau-Hobson, F. & Sobel, D.M. (2010). School psychologists and RTI: analysis
of training and professional development needs.
School Psychology Forum: Research in
Practice, 4 (4), 22-32. Retrieved
from
http://www.nasponline.org/publications/spf/index.aspx?vol=4&issue=4
Patricia Murphy's Interview - FLIPPED LEARNING
Kristin Daniels :
Flipped Professional Development
This podcast explores the latest trend in professional
development for educators, flipped professional development.
It’s not what you think! There’s so much about flipping the
classroom, now it’s time to make professional development more engaging,
productive, and exciting for teachers in the 21st century. The
discussion will explore the latest movement in professional development with an
expert on flipping professional development.
The interview will cover topics such as the techniques to implement
effective flipped professional development, the benefits/ challenges, and the
value.
Quote:
“Flipped
professional development is where teachers share information, create digital
content, get inspire and celebrate”. ~Kristin Daniels
Participants:
Susan L. Tietje
Kristin Daniels
Susan
Tiefe Podcast with Kristin Daniels
Bios:
Susan
L. Tietje is pursuing a Doctorate in Educational Administration with a focus
on Instructional Technology at Dowling College and teaches at the
Northport-East Northport School District.
Susan also teaches at The City University of New York, Queens College.
Kristin Daniels has been working in education since 2000. She has a B.A. in
Psychology from Northwestern University and a M.Ed in Elementary Education from
DePaul University. She has worked as a classroom teacher, technology integration
specialist, innovation coach and is currently an Education Technology Consultant
for the ISTE affiliate Technology and Information Educational Services (TIES),
in St. Paul, MN. She sits on the board of both the Flipped Learning Network and
Northern Voices, an oral school for deaf and hard-of-hearing children.
Kristin works with teachers in MN and across the country in workshop and
conference settings and challenges them to reexamine their role as teachers in a
technology-rich, information age. She has co-designed and implemented FlippedPD,
a model of professional development that utilizes digital resources along with a
job-embedded coaching model to create personalized professional development for
teachers. Additional information, can be found at
www.flippedpd.org.
References:
Flipped PD: Building blocks to success. (2013, Spring).
Education Week's Digital Directions, 6, 16-16, 18.
Retrieved from
http://0-
search.proquest.com.library.dowling.edu/docview/137
0708847?accountid=10549.
Guskey, T. R., & Yoon, K. S. (2009). What works in
professional development?
Phi Delta Kappan, 90(7),
495–500.
Joyce, B., & Calhoun, E. (2012). Realizing the Promise
of 21st-Century Education: An
Owner's Manual. Corwin.
Mayotte, G., D. Wei, S. Lamphier, T. Doyle. (2013).
Enhancing Capacity to Improve Student Learning. Catholic Education: A Journal
of Inquiry and Practice.
Moie, E., Westendorf, E., and Rooney, J. (2013, February).
How Do We Leverage Technology to Expand Learning? Journal of Staff
Development, 34(1).
Onchwari, G., & Keengwe, J. (2008). The impact of a mentor-
coaching model on teacher professional
development. Early Childhood Education Journal,
36(1), 19-24. doi:http://dx.doi.org/10.1007/s10643-
007-0233-0
Thompson, M.T., Marchant, M.,D. Anderson, M. A. Prater & G.
Gibb. (2012). Effects of Tired Training on General Educators' Use of Specific
Praise. Education and Treatment of Children, 35(4).
Zimpher, N., & Howey, K. R.,. (2012). Creating 21st Centers
of Pedagogy: Explicating Key Laboratory and Clinical Elements of Teacher
Preparation. Education,133(4).
This podcast revolves around the relatively new and
innovative style of teaching called “Flipping the Classroom”. We discuss our
knowledge of this concept and my interviewee shares her experiences with
flipping the classroom. Our major points of conversation include the classroom
models’ strengths and weaknesses, the most effective practices, and the
reactions of her students and colleagues. This dialogue was intended to discuss
one of the latest innovations in how technology is shaping our students and
their learning environment.
Participants:
·
Michael C. Stillwell
·
Susan Koukounas
References:
·
Bergmann, J., Overmyer, J., & Wilie, B. (2012,
April 14). The Flipped Class: Myths vs.
Reality. Retrieved August 5, 2013, from
http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
·
Fulton, K. P. (2012). 10 Reasons to Flip. Phi
Delta Kappan, 94(2), 20-24.
·
Pearson. (2013).
Flipped Learning Model Dramatically Improves Course Pass Rate for
At-Risk Students. Retrieved August 4, 2013, from
http://assets.pearsonschool.com/asset_mgr/current/201317/
Clintondale_casestudy.pdf
·
Preparing Students for a Flipped Classroom [Video
File]. Retrieved August 4, 2013, from
https://www.youtube.com/watch?v=WEMGzbAyRj8