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Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

www.unshieldedcolliders.org/...poverty-and-education.html

education poverty

shared by Michael Lucatorto on 27 Jun 11 - No Cached
  • 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.
  • 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
  • Michael Lucatorto on 27 Jun 11
     
    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
Lisa Martin

Online Schooling Grows, Setting Off a Debate - 0 views

web.ebscohost.com.libproxy.albany.edu/...detail

fully online public schools opposition

shared by Lisa Martin on 03 Jun 12 - No Cached
  • Half a million American children take classes online, with a significant group, like the Weldies, getting all their schooling from virtual public schools.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      I didn't realize this many children in America were already taking online classes.
  • Florida Virtual School, the largest Internet public school in the country, more than 50,000 students are taking courses this year
  • About 90,000 children get their education from one of 185 such schools nationwide.
  • ...5 more annotations...
  • full-time online charter school like the Wisconsin Virtual Academy
  • opposition from some educators, who say elementary students may be too young for Internet learning, and from teachers, unions and school boards, partly because they divert state payments from the online student's home district.
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      My charter school faces the same opposition.
  • Legally, they are considered public school students, not home-schoolers, because their online schools are taxpayer-financed and subject to federal testing requirements.
  • They are publicly financed, mostly elementary and middle schools.
  • ''That's what I love most about this curriculum,'' Mrs. Weldie said. ''There's no reason for Isabel to practice counting if she can already add.''
    • Lisa Martin
      Lisa Martin on 03 Jun 12
       
      True individualization of instruction.
  • Lisa Martin on 03 Jun 12
     
    This article discuss fully online public elementary schools and the opposition from school districts.
Lisa Martin

What Research Says: Varieties of Parent Involvement in Schooling - Middle School Journal - 0 views

www.amle.org/...Default.aspx

parental involvement achievement

shared by Lisa Martin on 04 Jun 12 - No Cached
  • Figure 1Six types of parent involvementType 1:ParentingAssist families with parenting skills, family support, understanding child and adolescent development, and setting home conditions to support learning at each age and grade level. Assist schools in understanding families' backgrounds, cultures, and goals for children.Type 2:CommunicatingCommunicate with families about school programs and student progress. Create two-way communication between school and home.Type 3:VolunteeringImprove recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school. Enable educators to work with volunteers who support students and the school.Type 4:Learning at HomeInvolve families with their children in academic learning at home, including homework, goal setting, and other curriculum-related activities. Encourage teachers to design homework that enables students to share and discuss interesting tasks with parents.Type 5:Decision MakingInclude families as participants in school decisions, governance, and advocacy activities through school councils and improvement teams, committees, and parent organizations.Type 6:Collaborating with the CommunityCoordinate resources and services for families, students, and the school with community groups, including businesses, agencies, cultural and civic organizations, and colleges and universities. Enable all to contribute service to the community.
  • Lisa Martin on 04 Jun 12
     
    6 types of parental involvement in education. This article goes into detail about the benefits of parental involvement on achievement in education.
Jarrod McEntarfer

East Asia in World History: A Resource for Teachers - 0 views

www.columbia.edu/...index.html

shared by Jarrod McEntarfer on 20 Jul 08 - Cached
  • The climate of East Asia is both similar to and different from that of Europe and the United States
  • Rice, the primary cereal crop grown in East Asia,
  • Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam
  • ...24 more annotations...
  • Chinese civilization first developed along the major river systems of the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern China.
  • Over the course of Chinese history, nomadic peoples from China's border regions have often intruded upon the settled, agricultural civilization of "core" China
  • Japan is an island country composed of four main islands and thousands of smaller ones
  • Japan has been able so consciously and deliberately to borrow and adapt innovations from other civilizations and to forge a strong cultural identity.
  • The Japanese islands lack most of the natural resources necessary to support an industrialized economy. These resources must be imported.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      In what other ways do you think Japan's geography affected its economy and culture?
  • Introduction • The Geography of East Asia
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      This link has consise and standards based information on the geography of East Asia that will be valuable in the final project.
  • Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
  • An Introductory Guide to Pronouncing Chinese.
  • Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
  • China at the Time of Confucius After the displacement of the Western Zhou (c.1100-771) and the movement of the Zhou capital eastward, China was divided into a number of small states competing for power (771-221 BCE). Many philosophic schools of thought emerged during this period of political and social turmoil, a period known as that of the "100 Schools of Thought." Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      For their final project students will need to address the category of belief systems by taking an indept look at their civilizations religions and philosophies. Since this is a regents based course this will be important as the exam often addresses this topic, especially in relation to the three major philosophies of China
  • Warring States Period (475-221 BCE). Confucius was alive at the end of the Spring and Autumn Period and argued for a restoration of the social and political order of the earlier Western Zhou period. Essential components of Chinese civilization that are evident in the Zhou period include the Chinese notion of the ruler as the "Son of Heaven" who rules with the Mandate of Heaven.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Important terms to know for the class about ancient China The Warring States Period The Mandate of Heaven
  • The climate of East Asia is both similar to and different from that of Europe and the United States.
  • Since rice produces a much higher yield per acre than does a crop such as wheat, it can support a much greater population per acre than does wheat. Climate, agriculture, and population size are closely related in East Asia where large population densities have existed throughout history.*
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Students should be able to identify how food supply is related to population growth.
  • Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam -- engendering dialogue and exchange among the four countries of the East Asian cultural sphere
  • The west and north of what is China today are dominated by mountains, steppe lands, plateaus, and deserts.
  • China's writing system (referred to as Chinese "characters") first appears in the Shang dynasty on tortoise shells and cattle bones (called "oracle bones") used for divination. Written language is a central determinant of the development of civilization; the Chinese writing system was the first developed in East Asia. Although there are many mutually unintelligible dialects in China, there is only one system of writing — a major unifying factor in Chinese history. (Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
  • Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin, rules for a very short time (221-206 BCE) but lays the foundation for China's imperial structure and begins construction of the Great Wall for defense to the north. At his death, an army of life-sized terra cotta warriors is buried near his tomb. (These terra cotta warriors were first discovered in 1974 and have been the subject of exhibitions, magazine articles, and books since that time.
  • The Qin follows the Legalist proposals for state order and establishes a centralized bureaucracy and a finely detailed law code with specified punishments for each crime.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      How do you think the establishment of a uniform law code improved Chinese civilization? Remember Hammurabi's Code.
  • The Chinese and Roman empires trade through intermediates on the overland route through Central Asia, the "Silk Road." Chinese silk was an especially prized commodity in Rome, as silk production (sericulture) was known only to the Chinese.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Look up "Monopoly". How did China's silk trade represent this term?
  • It is during this period that Buddhism is introduced into China from India, following trade routes.
  • the civil service examination system,
  • Note the pattern of territorial pressure and incursions from China's north by nomadic groups, who are attracted by the wealth of the settled, agricultural civilization of China. The most illustrative examples are those of the Mongols, who conquer China and establish the Yuan dynasty (1279-1368 CE), and of the Manchus, who again conquer China and establish the last dynasty, the Qing, that rules for 300 years (1644-1911 CE). Each of these invaders rules through the Chinese bureaucracy, leading to the expression that China "sinicizes its conquerors."
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      From what you gatherered from the reading can you put the expression: "China sinicizes its conquerors" in your own words?
  • "dynastic cycle."
  • Jarrod McEntarfer on 20 Jul 08
     
    This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students. The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History. Description by Merlot
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.
Alicia Fernandez

The Instructional Conversation: Teaching and Learning in Social Activity [eScholarship] - 0 views

escholarship.org/...5th0939d

teaching curriculum educational programs teaching methods learning student evaluations student teacher relationship

shared by Alicia Fernandez on 19 Jun 14 - No Cached
  • Alicia Fernandez on 19 Jun 14
     
    For more than a century, American schooling has ben conducted in much the same way: The teacher assigns a text for the students to master and then assesses their learning. Known as the "recitation script," this repeated cycle of assign-assess is far from the natural kind of teaching by which societies have been instructing their young since the dawn of time. Contemporary educational reform is now emphasizing the fundamental, natural method of teaching, which is the assisting of learners through the instructional conversation. Newly understood through the principles of socio-historical theory, real teaching is understood as assisting the learner to perform just beyond his or her current capacity. This assistance in the "zone of proximal development" awakens and rouses into life the mental capacities of learners of all ages. This assistance is best provided through the instructional conversation, a dialogue between teacher and learners in which the teacher listens carefully to grasp the students' communicative intent, and tailors the dialogue to meet the emerging understanding of the learners. This pattern of relationship should be characteristic of the communication of the entire school, in which the teachers assist and converse with one another, administrators assist and converse with teachers, and administration provides activity settings in which these instructional conversations can occur. Such a school becomes a true community of learners, in which school reliably assists the performance of all.
Michael Lucatorto

In One Room, Many Advantages - WSJ.com - 0 views

online.wsj.com/...SB124631953965570969.html

shared by Michael Lucatorto on 16 Jul 11 - No Cached
  • In the 1960s, some liberals praised the one-room school of yore as "the precursor to group learning" and "open classrooms"
  • Decades after consolidation had obliterated one-room schools, researchers discovered their advantages. The child in the small school is not just a statistic on a government chart. She receives "individual attention and recognition." She works at her own pace. She has, most important, a place. As Mr. Zimmerman remarks, recent alternatives to "the large, alienating modern school," from charter schools to homeschooling, have sought to foster "the snug, communal aspects of the one-room school." But the one-room-school model entails community control, which liberals and conservatives alike resist if the "community" sings from the wrong hymnal.
  • By World War II, the little red schoolhouse whose razing had been a New Deal project became a symbol of homefront democracy. In the 1960s, some liberals praised the one-room school of yore as "the precursor to group learning" and "open classrooms" -- daily Bible reading not included. At the same time some conservatives extolled its alleged (and exaggerated) hickory-stick discipline.
Hedy Lowenheim

How Online Learning Is Revolutionizing K-12 Education and Benefiting Students - 0 views

www.heritage.org/...cation-and-benefiting-students

online learning online teaching education k-12 learning

shared by Hedy Lowenheim on 30 Jun 13 - Cached
  • Students appear to be benefiting from online learning programs. While evidence about the effectiveness of K-12 online learning programs is limited, there is reason to believe that students can learn effectively online. In 2009, the U.S. Department of Education published a meta-analysis of evidence-based studies of K-12 and postsecondary online learning programs.[3] The study reported that "students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction."[4] In addition, online learning has the potential to improve productivity and lower the cost of education, reducing the burden on taxpayers
  • Whether students have access to online learning options will largely be determined by policymakers' willingness to reform education funding to facilitate greater parental choice. This factor largely explains why the Florida Virtual School enrolls 154,000 students while the Maryland Virtual School enrolls only 710 students. If policymakers want to open the possibilities of online learning to all students, they must reform school funding mechanisms to allow the money to follow the students to their providers of choice.
  • Federal policymakers should consider using online or virtual learning to improve effectiveness and efficiency of these programs. For example, the Department of Defense Education Activity (DODEA) currently educates approximately 85,000 children of military personnel[22] and is developing plans to create an online virtual high school for the 2010-2011 school year.[23] A virtual school for the children of military personnel would likely expand their educational opportunities and minimize disruptions caused by transferring to new schools when their parents are transferred to new assignments.
  • ...1 more annotation...
  • Online learning has the potential to revolutionize American education. Today, as many as 1 million children are participating in some form of online learning.
  • Hedy Lowenheim on 30 Jun 13
     
    "How Online Learning Is Revolutionizing K-12 Education and Benefiting Students"
Mark Prelewicz

The Authority in Online Education - 0 views

news.university-bound.com

shared by Mark Prelewicz on 01 Jun 12 - No Cached
  • As school districts across the country have faced budget gaps, they’ve been forced to cut back. Schools are eliminating programs and cutting teaching jobs and salaries – it’s clear that the U.S. public education system is facing problems. But Wozniak thinks that school systems have not “adapted to children’s needs,” and that computers could help to fill these gaps. Additionally, they could help schools save money. “If you had 30 teachers in a class with 30 students, they’d all get individual attention and be moving at their own paces,” Wozniak said. “So I think someday a computer could possibly be a teacher.”
  • “School in itself is pretty much a restrictive force on creativity,” he said. “When you come to class, you do the exact same pages in the book, the same hours as everyone else in the class. You don’t go off in your own little directions. This is not the way of the future.”
  • New technologies are beginning to mimic the capabilities of humans more than ever before. While technology and education experts agree that teachers won’t be replaced by robots anytime soon, computers have helped schools to make strides in student progress and achievement over the past few years. Tools like interactive online education platforms and online courses have demonstrated success, while also helping school districts save money. But to pinpoint successful educational technology, interactivity is key.
Norana Cantrell

At Waldorf School in Silicon Valley, Technology Can Wait - NYTimes.com - 0 views

www.nytimes.com/...alley-technology-can-wait.html

Module 1 etap640

shared by Norana Cantrell on 09 Jun 14 - No Cached
  • When asked for evidence of the schools’ effectiveness, the Association of Waldorf Schools of North America points to research by an affiliated group showing that 94 percent of students graduating from Waldorf high schools in the United States between 1994 and 2004 attended college, with many heading to prestigious institutions like Oberlin, Berkeley and Vassar.
  • Norana Cantrell on 09 Jun 14
     
    No computer schools report high success rates
Melissa Pietricola

Today's Middle Schools Combining Education with Life Experiences - 0 views

www.odu.edu/...TodaysMS.html

cooperative collaborative student-centered positive learning environment

shared by Melissa Pietricola on 12 Jun 10 - Cached
  • most successful middle schools recognize learner diversity,
  • promote a positive school environment
  • collaboration among students and educators, promotes harmony and interpersonal relations among students, and reflects positive communication. Teachers and students listen with empathy and support others in a positive manner.
  • ...1 more annotation...
  • ith the elimination of the “students vs. educators” mentality, middle school students perceive the harmonious relationships in the school and see less of a need to engage in hostile and confrontational behaviors.
  • Melissa Pietricola on 12 Jun 10
     
    Elements of a successful middle school
Jane DeMeis

Accredited Online Colleges, Online Universities, Online Colleges & Schools - eLearners... - 0 views

www.elearners.com/colleges

shared by Jane DeMeis on 02 Jun 09 - Cached
  • Jane DeMeis on 02 Jun 09
     
    Online colleges, online universities, and online schools offering accredited degrees approved by U.S. Department of Education recognized agencies. Online degrees from an accredited online university or accredited online school offering the online degree you need. Online college degree programs searchable by degree, college, university or school. Enroll in college online.
Danielle Melia

Social Networking To Save At-Risk Students -- THE Journal - 1 views

thejournal.com/...-to-save-at-risk-students.aspx

academic students teaching online education SocialNetworking social_media at_risk_students

shared by Danielle Melia on 03 Jul 12 - Cached
  • Danielle Melia on 03 Jul 12
     
    Maria Brennan has become pretty proficient at tracking down Everett School District students who are on the verge of dropping out. She's even snagged a few that have already crossed the line and helped them back into positive territory. As graduation success coordinator for Everett School District in Everett, WA, Brennan has used a combination of traditional methods (reaching out directly to the students and their families by phone, for example) and high-tech approaches to help improve graduation rates for the district's four high schools.
Julie DelPapa

Promothing School Engagment - 0 views

www.criminaljusticecoalition.org/...romoting_School_Engagement.pdf

shared by Julie DelPapa on 14 Jun 12 - No Cached
  • Victoria Keller on 14 Jun 12
     
    Very interesting article!!! I was very surprised about the correlation between attendance and school funding. The idea that there are school count days and schools will buy students pizza to have them come to school that day is shocking. So there went all the money for the school year!!!! Thanks for sharing. Vicky
Celeste Sisson

New York Launches Public School Curriculum Based on Playing Games | Popular Science - 0 views

www.popsci.com/...hool-based-games-set-nyc-debut

shared by Celeste Sisson on 15 Aug 13 - Cached
  • Celeste Sisson on 15 Aug 13
     
    "It is important to note that Quest is not a school where children spend their day playing commercial videogames," says the Q2L website. A look at the school's curriculum confirms a far more ambitious and hands-on approach to education -- after all, the school does abide by New York State education standards. The 20 to 25 students in each class, each equipped with a laptop, attend four 90-minute periods each day, rather than study individual subjects.
Joy Quah Yien-ling

A Vision of Students Today - Some Additional Thoughts from Michael Wesch - Open Education - 1 views

www.openeducation.net/...al-thoughts-from-michael-wesch

shared by Joy Quah Yien-ling on 09 Aug 10 - Cached
  • What is the relevance of comparing reading books with reading e-mails and Facebook profiles?”
    • Joan Erickson
      Joan Erickson on 09 Aug 10
       
      the relevance is that it involves what human nature prefers. It is in our nature to gravitate toward light-hearted, less taxing mind activities. Also, some people do prefer reading books to reading social websites. Is it right to make such broad generalization?
  • Surely it (higher education) can’t be as bad as the video seems to suggest
  • I had become convinced that the video was over the top, that things were really not so bad, that the system is not as broken as I thought
  • ...4 more annotations...
  • the classroom environment. It speaks directly to those who propose the move from a ’sage on the stage’ teacher style to that of ‘guide on the side
  • Scanning the room my assistants also saw students cruising Facebook, instant messaging, and texting their friends. The students were undoubtedly engaged, just not with me. “My teaching assistants consoled me by noting that students have learned that they can ‘get by’ without paying attention in their classes.”
  • Last spring I asked my students how many of them did not like school. Over half of them rose their hands. When I asked how many of them did not like learning, no hands were raised. And there’s the rub. We love learning. We hate school. What’s worse is that many of us hate school because we love learning
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 09 Aug 10
       
      This was my experience. I loved to learn. But I always felt the learning in school had absolutely no personal relevance to me. Sad. I only began to enjoy school when I entered college, and learning things that were personally meaningful.
  • Some time ago we started taking our walls too seriously – not just the walls of our classrooms, but also the metaphorical walls that we have constructed around our ’subjects,’ ‘disciplines,’ and ‘courses.’ McLuhan’s statement about the bewildered child ….. still holds true in most classrooms today. The walls have become so prominent that they are even reflected in our language, so that today there is something called ‘the real world’ which is foreign and set apart from our schools
  • Joy Quah Yien-ling on 09 Aug 10
     
    this article tracks Michael Wesch's progress with his media work and his teaching, after the "students today" gained popularity
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • apprenticeship
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
lkryder

ISTE Standards Essential Conditions - 0 views

www.iste.org/...essential-conditions

iste technology standards

shared by lkryder on 11 Sep 14 - No Cached
  • oactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Empowered Leaders  Stakeholders at every level empowered to be leaders in effecting change Implementation Planning A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technology (ICT) and digital learning resources   Consistent and Adequate Funding Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Equitable Access Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Skilled Personnel Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Ongoing Professional Learning Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas Technical Support  Consistent and reliable assistance for maintaining,  renewing, and using ICT and digital learning resources  Curriculum Framework Content standards and related digital curriculum  resources that are aligned with and support digital age  learning and work  Student-Centered Learning  Planning, teaching, and assessment centered around  the needs and abilities of students  Assessment and Evaluation  Continuous assessment of teaching, learning, and  leadership, and evaluation of the use of ICT and digital  resources  Engaged Communities  Partnerships and collaboration within communities to  support and fund the use of ICT and digital learning  resources  Support Policies  Policies, financial plans, accountability measures,  and incentive structures to support the use of ICT  and other digital resources for learning and in district  school operations  Supportive External Context  Policies and initiatives at the national, regional, and  local levels to support schools and teacher preparation  programs in the effective implementation of technology  for achieving curriculum and learning technology (ICT)  standards
  • Proactive leadership in developing a shared vision for educational technology among all education stakeholders, including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community
  • Shared Vision
Danielle Melia

EBSCOhost: Exploring the Impact of Web-Based Learning Tools in Middle School Mathemati... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

academic students teaching education technology online online education learning

shared by Danielle Melia on 28 Jun 12 - No Cached
  • Danielle Melia on 28 Jun 12
     
    This study examined the impact of Web-Based Learning Tools (WBLTs), also known as learning objects, in middle school mathematics and science classrooms. Survey, qualitative, and student performance data were collected from a sample of 18 teachers and 443 students. Teachers were very positive about the learning benefits, design of WBLTs, and increased engagement of their students. Students were moderately positive about these same features. Student learning performance with respect to remembering, understanding, applying and evaluating concepts increased significantly when WBLTs were used. Qualitative data suggested that a number of students enjoyed the visual supports, ease of use, and interactivity of WBLTs as well using technology to learn. Some students noted that the WBLTs used in class were not challenging enough and that the help features and the design of certain WBLTs were deficient. Overall, it is reasonable to conclude that WBLTs, if selected carefully, can be a positive and effective learning tool in a middle school environment. Reprinted by permission of the publisher.
Erin Fontaine

Critical Thinking Development: A Stage Theory - 0 views

www.criticalthinking.org/...483

shared by Erin Fontaine on 29 Jun 12 - No Cached
  • We must recognize the importance of challenging our students — in a supportive way — to recognize both that they are thinkers and that their thinking often goes awry. We must lead class discussions about thinking. We must explicitly model thinking (e.g., thinking aloud through a problem). We must design classroom activities that explicitly require students to think about their thinking. We must have students examine both poor and sound thinking, talking about the differences. We must introduce students to the parts of thinking and the intellectual standards necessary to assess thinking. We must introduce the idea of intellectual humility to students; that is, the idea of becoming aware of our own ignorance. Perhaps children can best understand the importance of this idea through their concept of the "know-it-all," which comes closest to their recognition of the need to be intellectually humble.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      This is a great foundation for an icebreaker module.
  • recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it.
  • begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, hence their efforts are hit and miss.
  • ...40 more annotations...
  • appreciate a critique of their powers of thought.
  • we must teach in such a way as to help them to see that we all need to regularly practice good thinking to become good thinkers.
  • We must emphasize the importance of beginning to take charge of the parts of thinking and applying intellectual standards to thinking. We must teach students to begin to recognize their native egocentrism when it is operating in their thinking.
  • since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking.
  • need for systematic practice in thinking.
  • Practicing thinkers recognize the need for systematicity of critical thinking and deep internalization into habits. They clearly recognize the natural tendency of the human mind to engage in egocentric thinking and self-deception.
  • regularly monitor
  • articulate the strengths and weaknesses
  • often recognize their own egocentric thinking as well as egocentric thinking on the part of others. Furthermore practicing thinkers actively monitor their thinking to eliminate egocentric thinking, although they are often unsuccessful.
  • intellectual perseverance
  • have the intellectual humility required to realize that thinking in all the domains of their lives must be subject to scrutiny, as they begin to approach the improvement of their thinking in a systematic way.
  • We must teach in such a way that students come to understand the power in knowing that whenever humans reason, they have no choice but to use certain predictable structures of thought: that thinking is inevitably driven by the questions, that we seek answers to questions for some purpose, that to answer questions, we need information, that to use information we must interpret it (i.e., by making inferences), and that our inferences, in turn, are based on assumptions, and have implications, all of which involves ideas or concepts within some point of view. We must teach in such a way as to require students to regularly deal explicitly with these structures (more on these structure presently).
  • Recognizing the "moves" one makes in thinking well is an essential part of becoming a practicing thinker.
  • Students should be encouraged to routinely catch themselves thinking both egocentrically and sociocentrically.
  • advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way.
  • develop depth of understanding
  • nsight into deep levels of problems in thought: consistent recognition, for example, of egocentric and sociocentric thought in one’s thinking, ability to identify areas of significant ignorance and prejudice, and ability to actually develop new fundamental habits of thought based on deep values to which one has committed oneself.
    • Irene Watts-Politza
      Irene Watts-Politza on 29 Jun 12
       
      What do YOU believe in? How and why do you believe it?
  • successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., and hence have excellent knowledge of that enterprise. Advanced thinkers are also knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc.
  • critique their own plan for systematic practice, and improve it thereby.
  • articulate the strengths and weaknesses in their thinking.
  • reduce the power of their egocentric thoughts.
  • a) the intellectual insight and perseverance to actually develop new fundamental habits of thought based on deep values to which one has committed oneself, b) the intellectual integrity to recognize areas of inconsistency and contradiction in one’s life, c) the intellectual empathy necessary to put oneself in the place of others in order to genuinely understand them, d) the intellectual courage to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions, e) the fair-mindedness necessary to approach all viewpoints without prejudice, without reference to one’s own feelings or vested interests. In the advanced thinker these traits are emerging, but may not be manifested at the highest level or in the deepest dimensions of thought.
  • our students will not become advanced thinkers — if at all — until college or beyond. Nevertheless, it is important that they learn what it would be to become an advanced thinker. It is important that they see it as an important goal. We can help students move in this direction by fostering their awareness of egocentrism and sociocentrism in their thinking, by leading discussions on intellectual perseverance, intellectual integrity, intellectual empathy, intellectual courage, and fair-mindedness. If we can graduate students who are practicing thinkers, we will have achieved a major break-through in schooling. However intelligent our graduates may be, most of them are largely unreflective as thinkers, and are unaware of the disciplined habits of thought they need to develop to grow intellectually as a thinker.
  • have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
  • As Piaget would put it, they regularly raise their thinking to the level of conscious realization.
  • Accomplished thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature.
  • To make the highest levels of critical thinking intuitive in every domain of one’s life. To internalize highly effective critical thinking in an interdisciplinary and practical way.
  • Accomplished thinkers are not only actively and successfully engaged in systematically monitoring the role in their thinking of concepts, assumptions, inferences, implications, points of view, etc., but are also regularly improving that practice. Accomplished thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well. Accomplished thinkers intuitively assess their thinking for clarity, accuracy, precision, relevance, logicalness, etc. Accomplished thinkers have deep insights into the systematic internalization of critical thinking into their habits. Accomplished thinkers deeply understand the role that egocentric and sociocentric thinking plays in the lives of human beings, as well as the complex relationship between thoughts, emotions, drives and behavior.
  • Naturally inherent in master thinkers are all the essential intellectual characteristics, deeply integrated. Accomplished thinkers have a high degree of intellectual humility, intellectual integrity, intellectual perseverance, intellectual courage, intellectual empathy, intellectual autonomy, intellectual responsibility and fair-mindedness. Egocentric and sociocentric thought is quite uncommon in the accomplished thinker, especially with respect to matters of importance. There is a high degree of integration of basic values, beliefs, desires, emotions, and action.
  • For the foreseeable future the vast majority of our students will never become accomplished thinkers 
  • important that they learn what it would be to become an accomplished thinker. It is important that they see it as a real possibility, if practicing skills of thinking becomes a characteristic of how they use their minds day to day.
  • Thus it is vital that an intellectual vocabulary for talking about the mind be established for teachers; and that teachers lead discussions in class designed to teach students, from the point of view of intellectual quality, how their minds work, including how they can improve as thinkers.
  • in elementary school an essential objective would be that students become "beginning" thinkers, that is, that they will be taught so that they discover that they are thinkers and that their thinking, like a house, can be well or poorly constructed. This "discovery" stage--the coming to awareness that all of us are thinkers--needs to be given the highest priority. Middle school and High School, on this model, would aim at helping all students become, at least, "practicing" thinkers. Of course, students discover thinking only by discovering that thinking has "parts." Like learning what "Legos" are, we learn as we come to discover that there are various parts to thinking and those parts can be put together in various ways. Unlike Legos, of course, thinking well requires that we learn to check how the parts of thinking are working together to make sure they are working properly: For example, have we checked the accuracy of information? Have we clarified the question?
  • We are not advocating here that teachers withdraw from academic content. Rather we are suggesting that critical thinking provides a way of deeply embracing content intellectually. Within this view students come to take intellectual command of how they think, act, and react while they are learning...history, biology, geography, literature, etc., how they think, act, and react as a reader, writer, speaker, and listener, how they think, act, and react as a student, brother, friend, child, shopper, consumer of the media, etc.
  • to effectively learn any subject in an intellectually meaningful way presupposes a certain level of command over one’s thinking, which in turn presupposes understanding of the mind’s processes.
  • Thinking is inevitably driven by the questions we seek to answer, and those questions we seek to answer for some purpose. To answer questions, we need information which is in fact meaningful to us only if we interpret it (i.e., by making inferences). Our inferences, in turn, are based on assumptions and require that we use ideas or concepts to organize the information in some way from some point of view. Last but not least, our thinking not only begins somewhere intellectually (in certain assumptions), it also goes somewhere---that is, has implications and consequences.
  • Thus whenever we reason through any problem, issue, or content we are well advised to take command of these intellectual structures: purpose, question, information, inferences, assumptions, concepts, point of view, and implications. By explicitly teaching students how to take command of the elements of reasoning we not only help them take command of their thinking in a general way; we also provide a vehicle which effectively enables them to critically think through the content of their classes, seeing connections between all of what they are learning.
  • if I am to develop my critical thinking ability I must both "discover" my thinking and must intellectually take charge of it. To do this I must make a deep commitment to this end.
  • the human mind, left to its own, pursues that which is immediately easy, that which is comfortable, and that which serves its selfish interests. At the same time, it naturally resists that which is difficult to understand, that which involves complexity, that which requires entering the thinking and predicaments of others.
  • When we learn together as developing thinkers, when we all of us seek to raise our thinking to the next level, and then to the next after that, everyone benefits, and schooling then becomes what it was meant to be, a place to discover the power of lifelong learning. This should be a central goal for all our students--irrespective of their favored mode of intelligence or learning style. It is in all of our interest to accept the challenge: to begin, to practice, to advance as thinkers.
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