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Catherine Strattner

Universal Intellectual Standards - 0 views

www.criticalthinking.org/...527

critical thinking universal intellectual standards

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Universal intellectual standards are standards which must be applied to thinking whenever one is interested in checking the quality of reasoning about a problem, issue, or situation. To think critically entails having command of these standards. To help students learn them, teachers should pose questions which probe student thinking; questions which hold students accountable for their thinking; questions which, through consistent use by the teacher in the classroom, become internalized by students as questions they need to ask themselves. The ultimate goal, then, is for these questions to become infused in the thinking of students, forming part of their inner voice, which then guides them to better and better reasoning. While there are many universal standards, the following are some of the most essential:
  • CLARITY: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example? Clarity is the gateway standard.
  • ACCURACY: Is that really true? How could we check that? How could we find out if that is true?  A statement can be clear but not accurate, as in "Most dogs are over 300 pounds in weight."
  • ...6 more annotations...
  • PRECISION: Could you give more details? Could you be more specific? A statement can be both clear and accurate, but not precise, as in "Jack is overweight." (We don’t know how overweight Jack is, one pound or 500 pounds.)
  • RELEVANCE: How is that connected to the question? How does that bear on the issue? A statement can be clear, accurate, and precise, but not relevant to the question at issue.
  • DEPTH: How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors? A statement can be clear, accurate, precise, and relevant, but superficial (that is, lack depth).
  • BREADTH: Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of . . .?  A line of reasoning may be clear accurate, precise, relevant, and deep, but lack breadth (as in an argument from either the conservative or liberal standpoint which gets deeply into an issue, but only recognizes the insights of one side of the question.)
  • LOGIC: Does this really make sense? Does that follow from what you said? How does that follow? But before you implied this, and now you are saying that; how can both be true? When we think, we bring a variety of thoughts together into some order. When the combination of thoughts are mutually supporting and make sense in combination, the thinking is "logical." When the combination is not mutually supporting, is contradictory in some sense or does not "make sense," the combination is not logical.
  • FAIRNESS:  Do I have a vested interest in this issue?  Am I sympathetically representing the viewpoints of others?  Human think is often biased in the direction of the thinker - in what are the perceived interests of the thinker.  Humans do not naturally consider the rights and needs of others on the same plane with their own rights and needs.  We therefore must actively work to make sure we are applying the intellectual standard of fairness to our thinking.  Since we naturally see ourselves as fair even when we are unfair, this can be very difficult.  A commitment to fairmindedness is a starting place.
  • Catherine Strattner on 29 Jun 12
     
    I think this is helpful in assessing the quality of critical thinking.
Heather Kurto

http://esblogin.k12albemarle.org/attachments/7b8c23a2-1dd0-4aab-943f-d417df093124.pdf - 1 views

esblogin.k12albemarle.org/...dd0-4aab-943f-d417df093124.pdf

Carol Tomlinson Differentiation

shared by Heather Kurto on 07 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      By definition, differentiation is wary of approaches to teaching and learning that standardize.  Standard-issue students are rare, and educational approaches that ignore academic diversity in  favor of standardization are likely to be counterproductive in reaching the full range of learners. 
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      To examine the dichotomy between standards-based teaching and differentiation, we must ask  questions about how standards influence the quality of teaching and learning. What is the impact  of standards-based teaching on the quality of education in general? 
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      What is the effect of the practice on individuals in an academically diverse population? 
  • ...1 more annotation...
    • Heather Kurto
      Heather Kurto on 07 Jun 13
       
      Differentiation suggests that you can challenge all learners by providing  materials and tasks on the standard at varied levels of difficulty, with varying degrees of  scaffolding, through multiple instructional groups, and with time variations. Further,  differentiation suggests that teachers can craft lessons in ways that tap into multiple student  interests to promote heightened learner interest in the standard.
Erin Fontaine

Technology Permeates Common Core Standards - 0 views

www.convergemag.com/...tes-Common-Core-Standards.html

technology commoncore standards edtech student-centred

shared by Erin Fontaine on 17 Aug 12 - Cached
  • In English language arts, the standards call for students to use technology, including the Internet, to produce and publish writing, as well as to interact and collaborate with others. This includes writing blog posts and commenting on blogs, as the students involved in the Comments4Kids project do.
    • Erin Fontaine
      Erin Fontaine on 17 Aug 12
       
      Blogging you say! Good thing Alex introduced us to this wonder tool! What a grat way to get kids writing!!
    • Erin Fontaine
      Erin Fontaine on 17 Aug 12
       
      Blogging hmmmm! Good thing Alex introduced me to this little wonder tool. What a grat way to get kids writing!
  • Mathematically proficient students should know which tools help them perform different tasks, according to the standards.
  • “This is really at the heart of how students are going to get to these standards," Minnich said. "It’s not necessarily a part of setting the standards, but If we don’t use technology to get students to these standards, we’re missing a huge opportunity."
Michael Lucatorto

Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views

www.facultyfocus.com/...s-advantages-and-disadvantages

standardized

shared by Michael Lucatorto on 23 Jun 11 - Cached
  • Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
  • In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
  • Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
  • ...1 more annotation...
  • “You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
  • Michael Lucatorto on 23 Jun 11
     
    Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Amy M

Only 7 Percent of Teachers Believe in Standardized Tests - Education - GOOD - 0 views

www.good.is/...-believe-in-standardized-tests

shared by Amy M on 06 Jul 12 - No Cached
  • only 7 percent of educators see standardized tests as being essential.
  • With standardized tests, students often don’t get their results until months after they’ve taken them—which often ends up being after the school year is over, making them much less useful to the learning process.
  • Amy M on 06 Jul 12
     
    despite the number of standardized testing, educators don't see the point
Amy M

Teacher Evaluations Pose Test for States - WSJ.com - 0 views

online.wsj.com/...3961204577267562780533458.html

shared by Amy M on 06 Jul 12 - No Cached
  • 30% of classroom teachers in the U.S. work in grades or subjects covered by state standardized tests.
  • In North Carolina, a team of 800 teachers is working with state officials to create standardized exams for virtually every subject.
  • In North Carolina, a team of 800 teachers is working with state officials to create standardized exams for virtually every subject.
  • Amy M on 06 Jul 12
     
    standardized tests for teacher evaluations
Joan McCabe

AASL_Learning_Standards_2007.pdf (application/pdf Object) - 0 views

www.ala.org/...SL_Learning_Standards_2007.pdf

learning 21stcenturyskills standards

shared by Joan McCabe on 17 Aug 12 - No Cached
  • Joan McCabe on 17 Aug 12
     
    Standards for the 21st century learner for librarians. This pamphlet discusses information literacy and standards that apply to all content areas.
Irene Watts-Politza

ISTE | NETS Standards - 0 views

www.iste.org/standards.aspx

ISTE NETS elearning technology standards

shared by Irene Watts-Politza on 23 Jun 12 - No Cached
  • Irene Watts-Politza on 23 Jun 12
     
    International Society for Technology Education National Educational Technology Standards
Jessica M

Home | Common Core State Standards Initiative - 0 views

www.corestandards.org

CCS

shared by Jessica M on 29 May 12 - Cached
  • Tina Bianchi on 29 May 12
     
    The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
  • Jessica M on 03 Jun 14
     
    Overview of Common Core Standards
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
Irene Watts-Politza

Disconnect: Common Core, Content, and Context | 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...1811

CCSS contentvscontext 21stCenturyLearning etap 640M3 EED406M5

shared by Irene Watts-Politza on 25 Jun 12 - No Cached
  • Maybe it is because standardization in some ways is demeaning to educators. They should be the designers of learning and orchestrators of creative curriculum implementation and student ownership of learning.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      When faculty develop their own courses it promotes autonomy and independence. The disconnect between SLOs and course development has already been discovered b at least one coursemate (Joan).
  • Testing data should be used by students themselves to improve learning choices and reflect upon the learning experience.
  • In my mind the problem with State and National tests is they support a belief that we can create a standardization of the learning process. Standardization of learning is what I am against. The belief that somehow it is possible to standardize thinking, knowledge construction, aha moments, innovation, learning, creativity, and even teachers themselves.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      Many of these educational aspects fall within the development domain of online teching and learning.
  • ...3 more annotations...
  • Teachers become part of the learning process. They bring the expertise in the art of learning, metacognition, research, and pedagogy. Their role should be to model best practice, to coach, facilitate, organize, ask good questions, negotiate learning contracts and to provide a safe, intriguing environment for learning.
  • If projects were crowdsourced out to student/teacher networks, other classes could join in and build and learn together.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      Wow! Is this what is known as scalability?
  • The teacher could operate in the role of curator and bring in important content and resources he/she felt added to the understanding and expertise of the student designers. Technology would have an important role to play, but quietly in the background supporting the learning.
    • Irene Watts-Politza
      Irene Watts-Politza on 25 Jun 12
       
      It seems there is growing consensus that technology is learner-selected in order to support content learning. Use of technology for the sake of use of technology is not valuable.
Joan McCabe

NYS Student Learning Objectives - 0 views

engageny.org/...slo-guidance.pdf

assessment strategies SLO

shared by Joan McCabe on 24 Jun 12 - No Cached
  • Joan McCabe on 24 Jun 12
     
    New NYS standards for effective teaching, learning, and assessment. Will be required for every subject and grade level in elementary through highschool, except physical education. Back to teachers proving themselves based on the outcomes of students on standardized tests.
Danielle Melia

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner |... - 0 views

www.ala.org/...commoncorecrosswalk

education learning teaching technology

shared by Danielle Melia on 03 Jun 12 - No Cached
  • Danielle Melia on 03 Jun 12
     
    The following pages include tables that help school librarians learn how the AASL Standards for the 21st-Century Learner and the Common Core State Standards align.
Catherine Strattner

EBSCOhost: Student-Centered Teaching in a Standards-Based World: Finding a Sensible Ba... - 0 views

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

Deboer student-centered approaches standards

shared by Catherine Strattner on 13 Aug 12 - No Cached
  • Catherine Strattner on 13 Aug 12
     
    Student-Centered Teaching in a Standards-Based World: Finding a Sensible Balance GEORGE E. DEBOER Interesting article discussing the tension between student centered approaches and standard-based curriculum.
Irene Watts-Politza

teaching standards - 0 views

www.highered.nysed.gov/...teachingstandards.html

NYS Teaching Standards pedagogy APPR pre-service teacher education

shared by Irene Watts-Politza on 05 Jun 12 - No Cached
  • Irene Watts-Politza on 05 Jun 12
     
    Code of Ethics Standards of Practice
  • Irene Watts-Politza on 06 Jun 12
     
    Office of Teaching Initiatives Teaching Standards
Danielle Melia

AASL Standards for the 21st-Century Learner | American Association of School Librarians... - 0 views

www.ala.org/...standards

academic learning students teaching education technology

shared by Danielle Melia on 22 Jun 12 - No Cached
  • Danielle Melia on 22 Jun 12
     
    Standards for the 21st-Century Learner offer vision for teaching and learning to both guide and beckon our profession as education leaders. They will both shape the library program and serve as a tool for school librarians to use to shape the learning of students in the school.
Diana Cary

NYS Learning Standards:CI&IT:NYSED - 0 views

www.p12.nysed.gov/...standards.html

NYS education standards

shared by Diana Cary on 18 Aug 13 - No Cached
Alena Rodick

Teachers Learning Technology by Design - 1 views

files.eric.ed.gov/...EJ882473.pdf

ETAP640 learning_by_design

shared by Alena Rodick on 08 Jun 14 - No Cached
  • Alena Rodick on 08 Jun 14
     
    "We have argued elsewhere (Mishra & Koehler, 2003) that these standards only answer part of the question regarding technology inte- gration. In other words, though these standards tell us what teachers need to know, they often do not tell us how they are supposed to learn it. Most scholars working in this area agree that traditional methods of technology training for teachers--mainly workshops and courses-are ill-suited to produce the "deep understanding" that can assist teachers in becoming intelligent users of technology for pedagogy"
Kelly Hermann

Section 508: 508 Law - 0 views

www.section508.gov/index.cfm

shared by Kelly Hermann on 04 Jun 10 - Cached
  • Kelly Hermann on 04 Jun 10
     
    508 applies only to websites of the federal government and requires certain provisions to ensure that individuals with disabilities can access them. 508 also offers guidance for software companies and web developers but the standards cannot be enforced. Several states have adopted the 508 standards as state law. New York is moving in this direction this fall as well.
Joan Erickson

College Accreditation in the United States-- Pg 2 - 0 views

www2.ed.gov/...accreditation_pg2.html

shared by Joan Erickson on 30 Jun 10 - Cached
  • The United States has no Federal Ministry of Education or other centralized authority exercising single national control over postsecondary educational institutions in this country
  • the practice of accreditation arose in the United States as a means of conducting non-governmental, peer evaluation of educational institutions and programs.
  • Verifying that an institution or program meets established standards;
  • ...6 more annotations...
  • Protecting an institution against harmful internal and external pressure
  • Establishing criteria for professional certification and licensure
  • Standards
  • prepares an in-depth self-evaluation study that measures its performance against the standards established by the accrediting agency.
  • Monitoring: The accrediting agency monitors each accredited institution or program throughout the period of accreditation granted to verify that it continues to meet the agency's standards.
  • Reevaluation: The accrediting agency periodically reevaluates
  • Joan Erickson on 30 Jun 10
     
    accrediting an online degree program
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