For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
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Unshielded Colliders: Poverty and Education - 0 views
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or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
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Teach grade school students how to use PowerPoint 2007 - PowerPoint - Office.com - 0 views
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PowerPoint is a fun program to work with and, from my experience, the students are eager to learn about it. I encourage you to download the free presentation template that I created for my teaching engagement from Office Online (link is below) to use as a starting point.
Common Core Math Standards « Have Your Pi and Eat It Too - 0 views
mathstrategies.wordpress.com/...common-core-math-standards
commoncore math-commoncore Common Core mathematics standards
shared by alexandra m. pickett on 10 Jul 12
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Module 4 assignment - Color and Emotions - 6 views
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This site discusses the effects of color on emotions and how we link colors to emotions. For example red is often linked to anger while green creates a calming effect because of it resemblence to nature. This site has several pages discussing different principles, such as how businesses use certain colors to encourage purchases. Also, how certain colors in food make you want to eat more , etc. Within each page are articles that cover the different principles and theorys. Overall this site is well organized and easy to follow while containing a great deal of information.
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Module 4 assignment This seems to be a pretty good reference site for color theory and how color effects users.
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kevin: how will you use/incorporate this resource into your online course? where will it go, in which module? how will you direct students to use it?
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It will go in the Using Color to Tell a Story section and be a reference to show how color can be used affect peoples emotions.
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ok. i see your annotation, but the tags are not right. You have to put tags that are multiple words in parenthesis, otherwise each word comes out as a separate tag. "module 4 assignment" vs. module. 4. assignment.
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ETAP640 Summer 2011 Blog - 2 views
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So far I am enjoying the experience
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What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
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challenge!
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I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
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I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
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I have been spending quite a bit of time and energy learning the Moodle system,
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I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
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I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
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It is ENGAGING
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Blackboard
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I’m really starting to get the hang of the expectations for posts
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I had the same thought. I only hope that the computer lab is open during my class time.
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Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
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I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
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I was teetering between dropping the class
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punishment
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I am still under the impression that the interactions required of us in the discussion space are too numerous.
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I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
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I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
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half of the requirement for this class.
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There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
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Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
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It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
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I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
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I made all of my assignments turned in to me, privately,
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This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
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So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
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I thought done, done, done is at the end...aren't we going to have peer feedback next module?
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I’ll have my master’s in December and I couldn’t be more proud.
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#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
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I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
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"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
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feedback
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I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
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o there will likely never be online courses at Mildred Elley.
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Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
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Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
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ETAP 680 (research seminar).
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quality with the traditional classroom in the public eye?
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I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
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prettying up
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One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
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Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
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If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
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Carl Rodgers - 1 views
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...Like Maslow, Rogers believes that, if left to their own devices, animals will tend to eat and drink things that are good for them, and consume them in balanced proportions. Babies, too, seem to want and like what they need. Somewhere along the line, however, we have created an environment for ourselves that is significantly different from the one in which we evolved. In this new environment are such things as refined sugar, flour, butter, chocolate, and so on, that our ancestors in Africa never knew. These things have flavors that appeal to our organismic valuing -- yet do not serve our actualization well. Over millions of years, we may evolve to find brocolli more satisfying than cheesecake -- but by then, it'll be way too late for you and me...