Concluding Open.

#Wyoedchat Book study of Open hit the pause button for the month of July. To give everyone a chance to conclude this great book we, will take a new approach to the final few chapters.

 Each chapter,6,7,8 & 9 will have a threaded discussion on the blog.

Please explore comments and keep the conversation going.

 Chapter 6 Open Learning in Society

What where the ideas that stood out in this chapter to you? What ways will you use this information /idea to impact teaching and learning in your school?

Chapter 5 of Open with Special Guest David Price

Chapter 5 Quotes

Here is the quotes for tomorrows chat, hope you can join us with David Price joining us from England. Lets give him an awesome #WYOedchat welcome. 

what makes the difference between successful and unsuccessful companies. Her conclusion? Forget incentive schemes, and concentrate on the ‘inner work life’ of employees: their emotions, perceptions and intrinsic motivations.

“The overall results indicate that 11 percent of workers worldwide are engaged. In other words, about one in nine employees worldwide is emotionally connected to their workplaces and feels   he or she has the resources and support they need to succeed.

In 1986, 72 percent of professionals felt they had a ‘great deal’ of independence doing their jobs. By 2006, that number had fallen to 38

10-15% will have “permission to think.” The rest of us will merely carry out their decisions…

98 percent of US students feel bored at school at least some of the time; two-thirds feel bored every day; 17 percent say they are bored every

60 percent don’t list learning as the reason they go to

‘disengaged achievers,’ gaining good grades, but emotionally disinvested in their

unintended ‘side effect’ of this processing of students to become achieving, not engaged, learners, is to kill off a love of learning. American educators label this ‘drilling and killing”

fengagement was a key determinant of student success 20 years later: ‘The more children felt connected to their school community and felt engaged, rather than bored, the greater their likelihood of achieving a higher educational qualification and going on to a professional or managerial career.’

  In other words, an engaged student, from a disadvantaged background, is likely to have better life chances than a disengaged child from a better off background.

‘Work is Learning and Learning is the Work’,

Chapter 5 Special Guest...David Price the Author of Open

#wyoedchat ers...exciting news.  David price has been able to schedule a time for him to take part in our book chat.  The down side is it will take place at 3pm our time TOMOROW, Saturday.

I hope as many of you can jump in and join, this is a great opportunity.


I will post quotes soon and I hope to "see" all of you there.

ISTE14, #WYOedchat & WYTECC

With the help of Angie Span (@wyotigger) & Lachelle Brant ( @lachellebrant ) a plan has been born. As Wyominites are finalizing their packing and arrangements for the trip to Atlanta for ISTE this will shed some light on the plan.

Monday June 30 is Wyoming Brown & Gold day. So where what ever Wyoming brown & gold you can find! Lets represent our awesome state. The colors will help us us all recognize and connect with our fellow Wyoming teachers.
Monday evening we are going to try to get together early for a casual Wyoming dinner. Please watch the #wyoedchat feed for updates. This our chance to get together and gives us a chance to celebrate WYTECC and our state level ISTE affiliate.

 Look forward to seeing old friends and connecting with the fellow Wyoming educators in Atlanta.

Please feel free to connect and post comments to update people and ideas.

Chapter 4 Archive

Chapter 4 Quotes and Videos

Jeff Bliss, being ejected from class.

‘To bring quality content and experiences to enrich the lives of my students in the classroom and beyond’.

Is it the educational system that grinds the enthusiasm out of our teachers?

It’s surprising how often formalised learning lacks clear purpose:

By sharing what he has learned, it is more likely that others will do the same and that he will benefit in the future

Learning isn’t nurtured – it’s ‘delivered’.

but to accept that, however frustrating it might be for those who are accountable for results, learning is ultimately an act of self-determination.

No one can be ‘made’ to learn anything: for knowledge and understanding to stick, we have to have learner intent.

‘in the flow’ – unaware of time passing). Learning without engagement is likely to be superficial, temporary. Engaged learning has depth and ‘stickiness’.

70: 20: 10 learning ratio at play: 70 percent of learning is gained on the job, through experience; 20 percent is gained through coaching or mentoring; 10 percent is through formal, structured courses.

When asked ‘How do you prefer to learn?’ Most students choose ‘from friends/ family’ first, followed by ‘the internet’, followed by ‘my teacher’.

How we think we learn

how giving away your intellectual assets can restore a failing company to its former greatness and how schools can propel college and employment statistics off the charts by encouraging students to co-design their learning.