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Vicki Davis

Grammar lesson - news - TES - 2 views

www.tes.co.uk/article.aspx

education news bias testing edu_news

shared by Vicki Davis on 23 Apr 12 - No Cached
  • Vicki Davis on 23 Apr 12
     
    In the UK, a very large selective authority admits that grammar school pupils favors wealthier children. The test has now caused schools to be warned against using the test because affluence plays a role in the results. Additionally, they imply that because of the influence of affluence that ethnicity is also a factor. Because coaching can have such an impact, and those with more money pay for coaching, it has been discredited. However, one could take this and apply it to the SAT in the US. I'm an SAT coach at my school and those who go through the process and take it seriously, do improve their scores much more. It is hard to remove affluence from influence but I think it is good to get this out on the table and let people know about it.
Julie Shy

Guest Blog: Angry Birds: A Lesson in Formative Assessment @kathyperret - 8 views

www.teachercast.net/...guestblog-angrybirds.html

assessment all_teachers professionaldevelopment

shared by Julie Shy on 20 Jan 12 - No Cached
  • Sharing learning intentions – At the beginning of each “launch” the player is shown the formation of the structure and the placement of the little pigs. (I think that’s what they are.) A player can sweep back to this area of the game at any time. This gives the player the clear intentions of what needs to be accomplished in that specific level.
  • Sharing and negotiating success criteria - Once an Angry Bird is launched from the slingshot, the path of the bird is clearly marked for future reference. These marking stay throughout the level. I’ve found them useful in negotiating my success, even though I have not perfected this!
  • Giving feedback to pupils – When playing Angry Birds, I know right away if I did not complete a specific level. (Right now I’m stuck on Level 15.) While the wording “Level Failed” is not exactly appealing to me, it isn’t harmful. Nothing bad happens. I just have the opportunity to try again, and again, and again until the level is complete. I’ve also noticed that the other Angry Birds waiting their turn seem to be cheering on the bird that is being launched.  I’ve just noticed another feature – The Mighty Eagle. He is there to help a player get out of a tricky level
  • ...2 more annotations...
  • Effective questioning – I know there are many places I could go to ask effective questions in order to improve my Angry Bird skills. I’ve found online communities of like-minded individuals and groups to be extremely helpful when professional questions arise. This sense of belonging provides me a chance to ask my questions in a non-threatening environment. I’m sure there are groups formed to discuss Angry Bird strategies. Right now I have many of Angry Bird questions.
  • Encouraging pupils to assess and evaluate their own and others’ work – Right now, I’m attempting to evaluate my work on Level 15. I’ve been able to successfully get the two pigs on the sides, but the one – in strong middle structure has me stumped. As an adult, I know to assess and evaluate my work on this level. I could also probably find some online tips from other players.
  • Julie Shy on 20 Jan 12
     
    I'm embarrassed to admit, but two weeks ago I didn't even know anything about  Angry Birds. It looks like this addicting little game has been around for a while. I know … Where have I been? I guess I've been spending time with a less angry little bird … I'm really not the angry type! I guess I see Twitter as better use of my time and professional collaborative learning than shooting birds out of a slingshot. A casual conversations with my hairdresser a few weeks ago about the game led to a quick demonstration on her phone. Another reference came last Friday while attending a session on Instructional Coaching for principals. Some areas that Instructional Coaches can assist schools with are referred to as the Big Four: Classroom Management, Content, Instruction, and Formative Assessment. While the presenters facilitated dialogue around the topic of formative assessment the analogy was made to video gaming; and specifically Angry Birds. This piqued my curiosity.
vanesab

Mis Clases de Español: Capacitación para profesores de Español: Coaching, una... - 2 views

misclasesdespanol.blogspot.com/...ara-profesores-de-espanol.html

formacion maestros de español cursos coaching

shared by vanesab on 25 Aug 11 - No Cached
  • vanesab on 25 Aug 11
     
    En los últimos días he estado recibiendo muchos mails preguntándome sobre el coaching o entrenamiento para maestros de español (ELE). ¡Qué novedad! Me escriben…¿Pero es que existe el coaching (tan actual en nuestros días en numerosos ámbitos) también para la enseñanza del español ?
Ruth Howard

ZaidLearn: Coaching Critical Thinking to Think Creatively! (Zaid Alsagoff) - 8 views

zaidlearn.blogspot.com/...ritical-thinking-to-think.html

logic critical_thinking zaidlearn thinking coaching

shared by Ruth Howard on 26 Feb 10 - Cached
  • Ruth Howard on 26 Feb 10
     
    Creative thinking on delivering critical thinking
Holly Pope

CI2 Protocol - Excellence in Every Lesson - 4 views

www.ci2protocol.com

math coaching observation i

shared by Holly Pope on 01 Aug 11 - No Cached
  • Holly Pope on 01 Aug 11
     
    this is an observational tool specifically for math coaches and administrators, to be used for the iPad or iPod touch. research based practices, and it's only $0.99 for a limited time.
Vicki Davis

"How Can I Coach a Resistant Teacher?" (Part 1) - The Art of Coaching Teachers - Educat... - 7 views

blogs.edweek.org/...an_i_coach_a_resistant_te.html

education news teaching it_support bestpractices all_teachers techintegrator

shared by Vicki Davis on 16 May 13 - No Cached
  • Vicki Davis on 16 May 13
     
    This is a discussion to have with all IT integrators. Many adopt the attitude of leaving the hibernating bear alone. After all, eventually, the resistant teacher will come out of the den ready to enjoy the springtime of learning? No. Not necessarily. But technological change is as much emotional and psychological as it is instruction. If you don't first have the teacher in the mood to learn, you'll be struggling. So, be careful of labeling the teacher as resistant in the first place and be willing to teach and encourage the teacher wherever he/she is. This is a nice article from Elena Aguilar. Check out part 2 after reading this one.
Vicki Davis

Why your 8-year-old should be coding | VentureBeat - 4 views

venturebeat.com/...ur-8-year-old-should-be-coding

news computer_science education tumblr

shared by Vicki Davis on 12 Apr 13 - No Cached
  • Vicki Davis on 12 Apr 13
     
    I totally agree, students should learn programming and be exposed to it. I love Kevin Jarrett's STEM lab and what he's doing. Read this and discuss. It doesn't matter if you don't know how to code or if your teachers are afraid they are going to have to learn. Make it a priority. If you want to add volleyball, you find someone to coach it. If you want to add programming, find someone to teach it, it is that simple. I think this model of "everyone integrates" is great b/c everyone SHOULD integrate but to think or fantasize that technology integration is the same as teaching Computer Science is to think that a kind who can skate is ready to drive a car - not even in the same ballpark.
Dave Truss

Once Upon A Teacher: Are You Ready for a Challenge? - 4 views

onceuponateacher.blogspot.com/...e-you-ready-for-challenge.html

bloggingchallenge BlogProD

shared by Dave Truss on 14 Oct 10 - No Cached
  • Dave Truss on 14 Oct 10
     
    I decided that I need to ramp up my blogging with a challenge. A challenge to myself to blog regularly and a challenge to the teachers I coach to think about different topics to blog about and to provide posts that they maybe hadn't thought about writing about on their blog.
Terry Elliott

World Without Walls: Learning Well with Others | Edutopia - 0 views

www.edutopia.org/age-technology-will-richardson

shared by Terry Elliott on 16 Dec 08 - Cached
  • We must also expand our ability to think critically about the deluge of information now being produced by millions of amateur authors without traditional editors and researchers as gatekeepers. In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits. And we have to work together to organize it all, as long-held taxonomies of knowledge give way to a highly personalized information environment.
    • Jeff Richardson
      Jeff Richardson on 16 Dec 08
       
      Good reason for teaching dig citizenship
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      What Will suggests here is rising complexity, but for this to succeed we don't need to fight our genetic heritage. Put yourself on the Serengeti plains, a hunter-gatherer searching for food. You are thinking critically about a deluge of data coming through your senses (modern folk discount this idea, but any time in jobs that require observation in the 'wild' (farming comes to mind) will disabuse you rather quickly that the natural world is providing a clear channel.) You are not only relying upon your own 'amateur' abilities but those of your family and extended family to filter the noise of the world to get to the signal. This tribe is the original collaborative model and if we do not try to push too hard against this still controlling 'mean gene' then we will as a matter of course become a nation of collaborative learning tribes.
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies. It requires that they have a vetting process for those they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Aye, aye, captain. This is the classic problem of identity and authenticity. Can I trust this person on all the levels that are important for this particular collaboration? A hidden assumption here is that students have a passion themselves to learn something from these learning partners. What will be doing in this collaboration nation to value the ebb and flow of these learners' interests? How will we handle the idiosyncratic needs of the child who one moment wants to be J.K.Rowling and the next Madonna. Or both? What are the unintended consequences of creating an truly collaborative nation? Do we know? Would this be a 'worse' world for the corporations who seek our dollars and our workers? Probably. It might subvert the corporation while at the same moment create a new body of corporate cooperation. Isn't it pretty to think so.
  • Likewise, we must make sure that others can locate and vet us.
  • ...9 more annotations...
  • technical know-how is not enough. We must also be adept at negotiating, planning, and nurturing the conversation with others we may know little about -- not to mention maintaining a healthy balance between our face-to-face and virtual lives (another dance for which kids sorely need coaching).
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      All of these skills are technical know how. We differentiate between hard and soft skills when we should be showing how they are all of a piece. I am so far from being an adequate coach on all of these matters it appalls me. I feel like the teacher who is one day ahead of his students and fears any question that skips ahead to chapters I have not read yet.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators? What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
    • Terry Elliott
      Terry Elliott on 28 Dec 08
       
      Partners and predators? OK, let's not in any way go down this road. This is the road our mainstream media has trod to our great disadvantage as citizens. These are not co-equal. Human brains are not naturally probablistic computer. We read about a single instance of internet predation and we equate it with all the instances of non-predation. We all have zero tolerance policies against guns in the school, yet our chances of being injured by those guns are fewer than a lightning strike. We cannot ever have this collaborative universe if we insist on a zero probability of predation. That is why, for good and ill, schools will never cross that frontier. It is in our genes. "Better safe than sorry" vs. "Risks may be our safeties in disguise."
  • Students are growing networks without us, writing Harry Potter narratives together at FanFiction.net, or trading skateboarding videos on YouTube. At school, we disconnect them not only from the technology but also from their passion and those who share it.
  • The complexities of editing information online cannot be sequestered and taught in a six-week unit. This has to be the way we do our work each day.
  • The process of collaboration begins with our willingness to share our work and our passions publicly -- a frontier that traditional schools have rarely crossed.
  • Look no further than Wikipedia to see the potential; say what you will of its veracity, no one can deny that it represents the incredible potential of working with others online for a common purpose.
  • The technologies we block in their classrooms flourish in their bedrooms
  • Anyone with a passion for something can connect to others with that same passion -- and begin to co-create and colearn the same way many of our students already do.
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape. We must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Jeff Richardson on 16 Dec 08
     
    Article by Wil Richardson on Collaboration
Fred Delventhal

widgenie - Home - 0 views

www.widgenie.com

tools widget visualization widgets generator data graphs charts embed share

shared by Fred Delventhal on 16 Jun 09 - Cached
  • Fred Delventhal on 16 Jun 09
     
    Take your data and transform it into visual information that can be shared with anyone, anywhere. Your wish is our command! Widgenie empowers everyone, from bloggers to business people, to quickly visualize data and share it in many different ways. Now you can publish data in the places you already know and love, places like iGoogle, Facebook, Blogger, and even your own website. We combine all the power of an enterprise-level business intelligence platform and provide it in a convenient Web 2.0 widget. It's simple to get started, all you need is the Internet, a browser and an understanding of your needs. Are you: * A blogger who wants to make their latest poll data pop right off the page? * A marketing rep who needs to share sales figures without waiting for IT? * A Sales manager who wants his team to update their own client data? * A soccer coach who needs an easier way to display the most recent stats? If so, then widgenie is the service for you. With just a quick rub of the lamp, all your data can easily be visualized and shared with everyone who needs it. Best of all, you can do it all by yourself! And it's free!
Dave Truss

The one job that should be in every school - 0 views

www.examiner.com/that-should-be-in-every-school

Mentor Admin newliteracy

shared by Dave Truss on 08 Jul 09 - Cached
  • Dave Truss on 08 Jul 09
     
    The job role that should be available in every school is: Drumroll please…Digital Literacy Coach. The job entails teaching digital literacy, technology integration, and teaching both students and teachers how to safely harness the power of the Internet and technology to boost the end result, student engagement and achievement. 
Brett Campbell

Giving teachers bonuses for student achievement undermines student learning, study finds - 8 views

www.sciencedaily.com/...110404173245.htm

teacher evaluation

shared by Brett Campbell on 13 Apr 11 - No Cached
  • Brett Campbell on 13 Apr 11
     
    Economist finds bonuses encourages test coaching and cheating. "education officials should separate the provision of incentives and the measurement of student and educator performance by using separate testing programs for these two tasks"
edutopia .org

Measuring a Teacher's Effectiveness Goes Beyond Test Scores | Edutopia - 5 views

www.edutopia.org/...ring-test-scores-elena-aguilar

Teacher schools parents parent_teacher evaluation standardized_tests test_scores effective_teaching

shared by edutopia .org on 28 Jun 11 - No Cached
  • edutopia .org on 28 Jun 11
     
    Transformational Leadership Coach and mother Elena Aguilar explains her version of evaluating a teacher's effectiveness. 
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