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Irene Watts-Politza

Agenda for Education Reform - 0 views

www.oms.nysed.gov/...AgendaforEducationReform.html

Regents Agenda NYS education reform David Steiner

shared by Irene Watts-Politza on 21 Jun 12 - Cached
  • Irene Watts-Politza on 21 Jun 12
     
    David Steiner's memo and plan for Regents Reform agenda to support application for RTTT funding in 2009
Donna Angley

The Role of Socratic Questioning... - 0 views

www.criticalthinking.org/...e-socratic-questioning-ttl.cfm

Socratic Method critical thinking questioning

shared by Donna Angley on 24 Jun 10 - Cached
  • Respond to all answers with a further question (that calls upon the respondent to develop his/her thinking in a fuller and deeper way)
  • Treat all thoughts as in need of development
  • Recognize that any thought can only exist fully in a network of connected thoughts. Stimulate students — through your questions — to pursue those connections
  • ...3 more annotations...
  • Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Recognize that all thoughts presuppose an information base. Assume that you do not fully understand the thought until you understand the background information that supports or informs it. (What information are you basing that comment on? What experience convinced you of this? How do we know this information is accurate?)
  • Recognize that all thought takes place within a point of view or frame of reference. Assume that you do not fully understand a thought until you understand the point of view or frame of reference which places it on an intellectual map. (From what point of view are you looking at this? Is there another point of view we should consider?)
  • Melissa Pietricola on 24 Jun 10
     
    SOcratic Method Ideas Recognize that all thought reflects an agenda. Assume that you do not fully understand the thought until you understand the agenda behind it. (What are you trying to accomplish in saying this? What is your central aim in this line of thought?)
  • Donna Angley on 22 Jun 11
     
    One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they do not fully appreciate the role of questions in teaching content. Consequently, they assume that answers can be taught separate from questions.
Irene Watts-Politza

THE REGENTS EDUCATION REFORM PLAN AND NEW YORK STATE'S RACE TO THE TOP (RTTT) APPLICATION - 0 views

usny.nysed.gov/...narrativesummary.pdf

federalfunding P-12 education Regents Reform Agenda

shared by Irene Watts-Politza on 01 Jun 12 - No Cached
  • Irene Watts-Politza on 01 Jun 12
     
    Summary of the New York State Regents' Reform Agenda in chart form (p. 2) with explanation of its connection to Fed's Race to the Top (RTTT) grant competition.
alexandra m. pickett

Class Size - 0 views

www.weac.org/...classize.htm

class size

shared by alexandra m. pickett on 22 Jul 08 - Cached
  • Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
  • Smaller classes are beneficial for children at the primary level, particularly in math and reading.
  • The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
  • ...6 more annotations...
  • Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
  • Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
  • Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
  • The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
  • Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      hey ;just demoing diigo to faculty
    • alexandra m. pickett
      alexandra m. pickett on 28 Aug 08
       
      another demo of a comment
Diana Cary

The Role of the Online Instructor/Facilitator - Reading 2-1 instructor role.pdf - 0 views

www.cordonline.net/...%202-1%20instructor%20role.pdf

instructor facilitator ETAP640 teaching online student-centered learning

shared by Diana Cary on 13 Jun 13 - No Cached
  • The facilitator must make participants comfortable with the system and the software that the conference is using.
  • This role involves setting the agenda for the conference: the objectives of the discussion, the timetable, procedural rules and decision-making norms.
  • Creating a friendly, social environment in which learning is promoted is also essential for successful moderating
  • ...1 more annotation...
  • Certainly, some of the most important roles of online discussion moderator/tutor revolves around their duties as an educational facilitator
alexandra m. pickett

How important is cultural diversity at your school? - 0 views

www.greatschools.org/...ultural-diversity-at-school.gs

Diversity

shared by alexandra m. pickett on 01 Jun 12 - No Cached
  • A 2007 study by Public Agenda and the National Comprehensive Center for Teacher Quality found that 76% of new teachers say they were trained to teach an ethnically diverse student body but fewer than 4 in 10 say their training helps them deal with the challenges they face.
    • b malczyk
      b malczyk on 01 Jun 12
       
      Our course provides us wiith a place to learn to interact with a diverse group which is something we can then exemplify and share with our students.
    • alexandra m. pickett
      alexandra m. pickett on 02 Jun 12
       
      nicely stated.
  • Attending a school with a diverse student body can help prepare your child for citizenship in a multicultural democracy.
    • alexandra m. pickett
      alexandra m. pickett on 02 Jun 12
       
      nice use of a diigo sticky ben!
  • the U.S. minority population will become the majority
  • alexandra m. pickett on 02 Jun 12
     
    A brief article that describes the importance of diversity in schools and signs that diversity is appreciated at a school.
Heather Kurto

Inquiry: Learning from the Past with an Eye on the Future | Bonnstetter | Electronic Jo... - 0 views

www.scholarlyexchange.org/...5362

inquiry learning

shared by Heather Kurto on 07 Aug 13 - No Cached
  • I have observed at least three major phases that many teachers go through, or far too often, fail to go through. Phase I might be described by Harry Wong as "Doing what you have been doing, and getting what you have been getting". In other words, Phase I is simply the pre-reform effort phase. Of course, we as educators hope to move teachers to a new vision and this can result in Phase II.
  •     In Phase II, teachers are presented with a new teaching strategy, usually in the context of an afternoon or one day workshop. So armed with this new skill, but little else, they venture back to their classroom to try implementation or worse, write off the whole experience and tell colleagues seated near them that they already do that. What is immediately noticeable for those who at least think about possible implementation, is how these teachers internalize this new strategy and attempt to move it into practice.
  • Phase III is where teachers reflect on 1. what they were doing that worked, and 2. how they might integrate these new ideas into their pre-workshop repertoire of teaching tools.
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  •     The sad fact is that we far too often fail to invest either the time or the necessary resources to reach and build Phase III teachers. My personal experience suggests that on average it takes anywhere from three to five years for wide spread single component teacher behavior changes to be firmly implemented among a building faculty and from three to eight years with the same general educational reform agenda to accomplish anything close to systemic change.
  • classroom teachers or teacher educators, we must take the time to reflect on our past efforts and make needed mid-course corrections. Looking for patterns within our reform projects and helping teachers see reform as an evolutionary process and not an either/or response, will help all of us grow as professionals and ultimately improve the education of our children.
dkiesel

The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views

technologysource.org/..._surpasses_facetoface_learning

shared by dkiesel on 01 Jun 12 - No Cached
  • Students are empowered to learn on their own and even to teach one another.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      Students are made accountable for their own education and are able to reflect on what they are learning.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
  • Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
    • Erin Fontaine
      Erin Fontaine on 01 Jun 12
       
      I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
  • When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
  • ...27 more annotations...
  • On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
  • They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      Bodes well for gobalization of education, especially when supported by language conversion apps.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
  • thrilled
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      This is indeed the perfect verb for this experience!
  • The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
    • Irene Watts-Politza
      Irene Watts-Politza on 01 Jun 12
       
      As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
  • the best way to teach students how to write more effectively is to have them write more often.
    • Erin Fontaine
      Erin Fontaine on 02 Jun 12
       
      One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
  • Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
    • Amy M
      Amy M on 04 Jun 12
       
      This is a huge factor is accessibility for adult-learners.
  • Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
    • Amy M
      Amy M on 04 Jun 12
       
      I wonder what the limit on class size is for an online course to feel "intimate."
  • In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
    • Heather Kurto
      Heather Kurto on 30 May 13
       
      This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
  • . Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      How do we make the jump and empower students to actually take on the role as a teacher?
  • explain, share, comment upon, critique
  • explain, share, comment upon, critique
  • unresearched responses in the limited time
  • unresearched responses
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
    • sherrilattimer
      sherrilattimer on 02 Jun 14
       
      There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
  • can refer to their course materials and think through their answers
    • efleonhardt
      efleonhardt on 31 May 14
       
      I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
    • Teresa Dobler
      Teresa Dobler on 29 May 14
       
      The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
  • However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
  • On average, online courses are far more writing-intensive than traditional classes have ever been.
  • he first response that comes to mind rather than the best possible response
    • George Dale
      George Dale on 02 Jun 14
       
      and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
  • Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
  • Geared to lifelong learning
    • George Dale
      George Dale on 02 Jun 14
       
      While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
  • as a result of the relative anonymity
    • George Dale
      George Dale on 03 Jun 14
       
      It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
  • online education can be done well,
    • George Dale
      George Dale on 03 Jun 14
       
      It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
    • Arnaldo Robles
      Arnaldo Robles on 04 Jun 14
       
      I can see this serving as a useful tool for writing activities!
  • In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
    • Arnaldo Robles
      Arnaldo Robles on 15 Jun 14
       
      I like this!
  • develop course materials among themselves in a manner rarely seen in the F2F classroom.
    • dkiesel
      dkiesel on 17 Jun 14
       
      In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session.  But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something. 
  • Erin Fontaine on 01 Jun 12
     
    Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
Sue Rappazzo

GOOD TEACHING: THE TOP TEN REQUIREMENTS - 1 views

honolulu.hawaii.edu/...topten.htm

teaching

shared by Sue Rappazzo on 29 Jun 10 - Cached
  • as much about passion as it is about reason
  • Good teaching is about substance and treating students as consumers of knowledge.
  • listening, questioning, being responsive, and remembering that each student and class is different.
  • ...5 more annotations...
  • not always having a fixed agenda and being rigid, but being flexible
  • Should good teaching be entertaining? You bet!
  • good teaching is about humo
  • caring, nurturing, and developing minds and talents.
  • good teaching is about having fun, experiencing pleasure and intrinsic rewards ..
Melissa Pietricola

Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views

www.silive.com/...y_hits_grade_inflation_in.html

grade inflation

shared by Melissa Pietricola on 14 Jul 10 - Cached
  • middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
  • tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
  • Steiner is also calling for longer tests with more rigorous questions.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Does longer mean better? Does a longer test necessarily mean it will better assess the learning objective?
  • ...3 more annotations...
  • Critics have long been saying the tests appeared to be getting easier, and have wondered whether the scoring was adjusted to make politicians look better.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Do regents and middle level state tests give kids "false sense of hope" as she states? My kids could care less what the state says. They are worried about their daily grades.
  • "But by any measure -- including the highly respected NAEP exams, state tests, and graduation rates -- due to the bold reform agenda implemented by this administration, the significant progress made by New York City students has far outpaced that of students in the rest of New York state."
  • Melissa Pietricola on 14 Jul 10
     
    NYS example of grade inflation; focusing on the middle level
Diane Gusa

Center of Learning: Summary - 0 views

www.intime.uni.edu/...principles.html

education learning process 21st student

shared by Diane Gusa on 27 Jun 11 - No Cached
  • The nature of the learning process: McCombs and Whisler (1997) defined the learning process as a natural one of pursuing personally meaningful goals.  This process is active, volitional, and internally mediated.
  • It is a process of discovering and constructing meaning from information and experience, filtered through each learner’s unique perceptions, thoughts, and feelings (p. 5
  • Motivational influences on learning: These influences reflect the importance of learner beliefs, values, interests, goals, expectations for success, and emotional states of mind in producing either positive or negative motivations to learn.
  • ...3 more annotations...
  • The continuing impulse to learn  is characterized by "intense involvement, curiosity and a search for understanding as learners experience learning as a deeply personal and continuing agenda” (Oldfather, 1992, p. 8).
  • Thus a student-centered curriculum teaches each learner to select and sequence his own activities and materials (individualization); arranges for students to center on and teach each other (interaction); and interweaves all symbolized and symbolizing subjects so that the student can effectively synthesize knowledge structures in his own mind (integration). (Moffett & Wagner, 1992, p. 21)  
  • students develop a sense of their active roles as producers – not only consumers of knowledge. They perceive themselves as competent knowers and learners
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