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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
mikezelensky

21 Simple Ideas To Improve Student Motivation - 0 views

www.teachthought.com/...s-to-improve-student-motivatio

shared by mikezelensky on 18 Aug 14 - No Cached
  • mikezelensky on 18 Aug 14
     
    21 Simple Ideas To Improve Student Motivation
Maria Guadron

The Checklist Manifesto « Atul Gawande - 0 views

gawande.com/the-checklist-manifesto

course design checklist improved outcomes best practices

shared by Maria Guadron on 27 Jul 12 - Cached
  • The book’s main point is simple: no matter how expert you may be, well-designed check lists can improve outcomes (even for Gawande’s own surgical team). The best-known use of checklists is by airplane pilots. Among the many interesting stories in the book is how this dedication to checklists arose among pilots.
  • Maria Guadron on 27 Jul 12
     
    The book's main point is simple: no matter how expert you may be, well-designed check lists can improve outcomes (even for Gawande's own surgical team). The best-known use of checklists is by airplane pilots. Among the many interesting stories in the book is how this dedication to checklists arose among pilots. Online course checklists are great, too!
Maria Guadron

Ten Steps Toward Universal Design of Online Courses: Home Page - 0 views

ualr.edu/tenstepsud

pedagogy design images visual

shared by Maria Guadron on 07 Jul 12 - No Cached
  • Maria Guadron on 07 Jul 12
     
    "Ten Simple Steps Toward Universal Design of Online Courses"
Irene Watts-Politza

Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views

www.irrodl.org/...1270

shared by Irene Watts-Politza on 07 Jun 12 - Cached
  • We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Go, Dr. Pickett!
  • issues of pedagogy, dialogue, and interaction
  • guide the coding of transcripts.
  • ...22 more annotations...
  • Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
  • Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
  • Shea, Pickett, & Pelz , 2004
  • Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
  • students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
  • Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
  • Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
  • Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
  • Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
  • Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Agreed.
  • Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
  • The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
  • the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
  • something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
  • Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
  • we suggest that students’ perceived learning in course forums has a significant impact on their participation
  • the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
  • (Anderson et al., 2001).
  • Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
  • Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591  subscribers Select Language​▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
  • One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
  • encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
Amy M

Grading Online Discussion Participation: A Sample Rubric - 0 views

www.northeastern.edu/...sample_rubric.pdf

shared by Amy M on 18 Jun 12 - No Cached
  • Amy M on 18 Jun 12
     
    A simple discussion rubric.
Joan McCabe

Getting to know you: Activities for young students - 0 views

office.microsoft.com/...oung-students-HA001144331.aspx

creating profiles first day activities ice breakers

shared by Joan McCabe on 16 Jun 12 - No Cached
  • My profile This is a simple activity in which the students fill in the blanks, and you learn more about them. On a piece of paper, draw a simple profile (forehead, nose, mouth, and chin). Have your students put the following information inside the profile: Name Color of eyes Color of hair Favorite time of day Favorite color Favorite sport Favorite subject Something I did that I'm proud of Birthplace Something that makes me laugh Favorite food Favorite animal Favorite song Favorite TV show You can post the profiles in the classroom or create a display in the hall along with the students' real photos. For another variation, you can use drawing software or the overhead projector to sketch the students' actual profiles instead of the generic one.
  • Joan McCabe on 16 Jun 12
     
    Most of these are first day "getting to know you" activities for the F2F classroom. Some can be re-conceptualized however, for the online learning environment.
Heather Kurto

BBC NEWS | Health | Internet use 'good for the brain' - 0 views

news.bbc.co.uk/7667610.stm

learning online

shared by Heather Kurto on 13 Aug 13 - No Cached
  • A University of California Los Angeles team found searching the web stimulated centres in the brain that controlled decision-making and complex reasoning
  • "Internet searching engages complicated brain activity, which may help exercise and improve brain function."
  • The researchers said that, compared to simple reading, the internet's wealth of choices required people to make decisions about what to click on in order to get the relevant informat
  • ...1 more annotation...
  • "A simple, everyday task like searching the web appears to enhance brain circuitry in older adults, demonstrating that our brains are sensitive and can continue to learn as we grow older."
lkryder

Zone of Proximal Development - Scaffolding | Simply Psychology - 0 views

www.simplypsychology.org/e-of-Proximal-Development.html

ZPD Vygotsky scaffolding constructivism Zone of Proximal Development Theories learning

shared by lkryder on 08 Jun 13 - No Cached
  • "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers"
    • lkryder
      lkryder on 11 Jun 14
       
      Here is where to look for the classroom activities vs the home activities in a flipped or hybrid classroom
  • lkryder on 11 Jun 14
     
    Nice simple explanation of ZPD
  • lkryder on 11 Jun 14
     
    This is a nice write up of the ZPD which I find is becoming a hot topic in Higher Ed as colleges finally start examining how students learn in as much depth as K-12 has been
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx

DOK Webb

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
  • ...3 more annotations...
  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
Joan Erickson

http://innovateonline.info/pdf/vol1_issue2/Guidelines_for_Establishing_Interactivity_in... - 0 views

innovateonline.info/...activity_in_Online_Courses.pdf

shared by Joan Erickson on 13 Jul 10 - No Cached
  • Joan Erickson on 13 Jul 10
     
    simple strategies for student interactivity---very similar to what we have been reading
Francisca Capponi

http://web20classroom.blogspot.com/2010/05/beautifully-and-simply-explaining.html - 0 views

web20classroom.blogspot.com/...lly-and-simply-explaining.html

shared by Francisca Capponi on 29 May 10 - Cached
  • Francisca Capponi on 29 May 10
     
    videos to explain a technology in a simple way
Joan Erickson

Trigonometry Animations - 0 views

www.trigonometryanimations.com/...intro_body.htm

module 4 assignment

shared by Joan Erickson on 19 Jul 10 - Cached
  • Joan Erickson on 19 Jul 10
     
    simple animation on sine/cosine/tangent ratios along the unit circle by Dave Miller I like it, should use it!
James Ranni

How to write a case study - 0 views

gttp.org/...HowToWriteAGoodCase.pdf

shared by James Ranni on 27 Jun 09 - No Cached
  • James Ranni on 27 Jun 09
     
    Simple guide for writing case studies and can be easily adapted for any subject
efleonhardt

NLVM 9 - 12 - Algebra Manipulatives - 6 views

nlvm.usu.edu/...category_g_4_t_2.html

manipulatives algebra Module 4 Assignment

shared by efleonhardt on 17 Jul 14 - Cached
abeukema and mikezelensky liked it
  • Visualize multiplying and factoring algebraic expressions using tiles.
    • efleonhardt
      efleonhardt on 17 Jul 14
       
      The Algebra Tiles would be a nice tool to have students explore the distributive property. I like the way it is set up because it leads to students begin thinking about how things are factored, which can be hard for students to understand
  • Solve simple linear equations using a balance beam representation.
  • ...2 more annotations...
  • Solve simple linear equations using a balance beam representation.
    • efleonhardt
      efleonhardt on 17 Jul 14
       
      I like both of the balance scales. I really like how they have one that involves negatives while the other does not. Students have a hard time understanding how negative numbers fit into solving equations and I think this could help them. I might use this is the launch for a discussion amoung the students
    • alexandra m. pickett
      alexandra m. pickett on 27 Jul 14
       
      so, how are you going to incorporate these tools into your course?
  • abeukema on 19 Jul 14
     
    Look at all the different tools! Looks like there are lots of things available to you in teaching math.
Daniel Hacker

Art Assessments - 0 views

theartofeducation.files.wordpress.com/...-to-simple-art-assessments.pdf

shared by Daniel Hacker on 07 Jun 13 - No Cached
  • Daniel Hacker on 07 Jun 13
     
    Examples of Art Assessments
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