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Barbara Lindsey

Peace Corps | Coverdell World Wise Schools | Speakers Match - 0 views

www.peacecorps.gov/...speakersmatch

peacecorps speaker match Glastonbury NNELL

shared by Barbara Lindsey on 16 Sep 11 - Cached
  • Barbara Lindsey on 16 Sep 11
     
    Speakers Match links returned Peace Corps Volunteers with those who want to hear about Peace Corps experiences.
Barbara Lindsey

A Fairy Tale? « Larry Cuban on School Reform and Classroom Practice - 0 views

larrycuban.wordpress.com/...a-fairy-tale

education reform pre-wwII cuban

shared by Barbara Lindsey on 07 May 10 - Cached
  • what they had learned in school did not prepare them to face the problems of life, think clearly, be creative, or fulfill their civic duties.
  • So to give high schools the freedom to try new ways of schooling in a democracy, a small band of reformers convinced the best universities to waive their admission requirements and accept graduates from high schools that designed new programs.
  • Between 1933-1941, thirty high schools in the country and over 300 universities and colleges joined the experiment sponsored by the Progressive Education Association.
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  • Called “The Eight Year Study,” each high school decided for itself what curricula, schedules, and class sizes would be. There were no college admission requirements or must-take tests. Old lesson plans were scrapped. One school sent classes into the West Virginia coal region to study unions. Science, history, art, and math were often combined in projects that students and teachers planned together.
  • A few principals blocked the experiment. Some school faculties divided into warring factions.
  • While there was much variation among the schools, there were also common elements. Many of the large public high schools (of the 30, fifteen were private) created small schools within the larger one. Principals increased the authority of teachers to design and steer the program; teachers crossed departmental boundaries and created a core curriculum (math/science and English/social studies), set aside three hours a day for teams to work with groups of students, and planned weekly units with students.
  • evaluators established 1,475 pairs of college students, each consisting of a graduate from an experimental school and one graduate of another high school matched as closely as possible as to age, sex, race, social class, and academic performance. They then compared their performance in college.
  • Evaluators found that graduates of the thirty schools earned a slightly higher grade average and more academic honors than those who attended regular high school. Furthermore, the “guinea pigs,” as they were called, were more precise in their thinking, displayed more ingenuity in meeting new situations, and demonstrated an active interest in national and world issues than their matched counterpart.
  • results showed over 70 years ago was that there was no one single best way of schooling teenagers.
  • Later generations of reformers seldom inquired or cared about this large-scale, non-federally funded experiment that showed convincingly that schools, given the freedom to experiment, could produce graduates that not only did well academically in college but, far more important, displayed an active interest in civic affairs, were resourceful in handling new situations, and could think clearly.
  • 1. When engaged teachers, administrators, and students are given the freedom to experiment and the help to do it, they will come through. 2. There is no one best way of schooling youth. 3. Students can graduate high school who are academically engaged, involved in their communities, and thoughtful problem-solvers. 4. Standards of excellence that work in schools are those that are set and done locally by adults and students—not imposed from the top-down.
Barbara Lindsey

Google Correlate - 0 views

correlate.googlelabs.com/draw

google curve correlate

shared by Barbara Lindsey on 14 Jun 11 - No Cached
  • Barbara Lindsey on 14 Jun 11
     
    Draw an interesting curve, then click 'Correlate!' to find query terms whose popularity over time matches the shape you drew.
Barbara Lindsey

Bill Ferriter | Teacher Leaders Network - 0 views

www.teacherleaders.org/...140

shared by Barbara Lindsey on 30 Aug 08 - Cached
  • Doesn’t Pink talk about this in A Whole New Mind?  Here’s a quote: “While detailed knowledge of a single area once guaranteed success, today the top rewards go to those who can operate with equal aplomb in starkly different realms. I call these people “boundary crossers.” They develop expertise in multiple spheres, they speak in different languages, and they find joy in the rich variety of human experience. They live multi lives—because that’s more interesting, and nowadays more effective.” (Kindle Location 1692)
    • Barbara Lindsey
      Barbara Lindsey on 30 Aug 08
       
      This is where we should shine!
  • Recently, I've tinkered with a system to assess my students' participation in Voicethread conversations.  Essentially mirroring the reflective aspects of Konrad's blogging handouts, I've decided to ask my students the following four questions while we're working with a new Voicethread: Highlight a comment from our Voicethread conversation that closely matches your own thinking.   Why does this comment resonate---or make sense to---you? Highlight a comment from our Voicethread conversation that you respectfully disagree with.  If you were to engage in a conversation with the commenter, what evidence/argument would you use to persuade them to change their point of view? Highlight a comment from our Voicethread conversation that challenged your thinking in a good way and/or made you rethink one of your original ideas.  What about the new comment was challenging?  What are you going to do now that your original belief was challenged?  Will you change yoru mind?  Will you do more researching/thinking/talking with others?
  • The cool part about assessing Voicethread presentations this way is that each question essenitally forces my students to interact with our conversation in a really meaningful way.  To craft careful answers, they must truly consider the comments of others---an essential skill for promoting collaborative versus competitive dialogue---and compare those comments against their own beliefs and preconceived notions.  That's metacognition at its best! What's even better is that when students know that these questions form the basis of our Voicethread assessment from the beginning of a conversation, participation level rise remarkably.  While students are looking for project reflection comments, they often end up highly motivated to share their thinking with peers. 
Barbara Lindsey

Library of Congress to archive your tweets - CNN.com - 0 views

www.cnn.com/...index.html

twitter librarycongress archive public

shared by Barbara Lindsey on 15 Apr 10 - Cached
  • Examples of notable tweets the library cited Wednesday include the first-ever tweet from Twitter co-founder Jack Dorsey, the tweet on Barack Obama's account after he won the 2008 election and a pair of tweets from a photojournalist who was arrested in Egypt, then freed after a series of events stemming from his use of the micro-blogging site.
  • "And I think folks understand that whatever they post on Twitter is meant to be searchable. So I don't see a big issue here." Verdi said he would feel differently if the federal government seeks to identify users through their tweets or to match Twitter users with other information about citizens that is stored in federal databases.
Barbara Lindsey

The Device Versus the Book -- Campus Technology - 0 views

campustechnology.com/...he-Device-Versus-the-Book.aspx

ebooks campustech

shared by Barbara Lindsey on 05 May 10 - Cached
  • reading for learning is not the same activity as reading for pleasure, and so the question must be asked: Do these devices designed for the consumer book market match up against the rigors of academic reading?
  • Each school ran its pilot in courses that used texts without color graphs or complex illustrations, so that the known limitations of the devices’ E Ink grayscale electronic-paper display wouldn’t be a hindrance in the students’ learning.
  • There were qualities of both the Kindle DX and Sony Reader that the students felt showed promise, and that made them enthusiastic for the day when e-readers’ functionality as an academic tool becomes a reality. These features include the easy-to-read E Ink screen; the size, weight, and durability of the devices; and the long battery life. But students encountered limitations in the devices that made them inadequate for reading academic texts.
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  • students need to be able to highlight important passages, make notes in the margins of the text, and quickly skim through passages to refresh and compare information. In all three pilots, the students felt that e-readers were not yet ready to meet these academic needs.
  • the Kindle’s small keyboard makes the annotation process very labor-intensive
  • Because the keyboard is so small, and because there was a significant latency between typing the note and the note appearing on screen, a lot of students found that they were overtyping. Many of the students got fed up with the keyboard, so they would just read on their Kindle and make notes in a separate notebook.” Also, the Kindle allows readers to make annotations only in e-book-format files, meaning that students couldn’t insert notes on any PDF-format files that were on the devices. “I think the first [e-reader] manufacturer that figures out how to make a PDF that you can also annotate is going to snag this market,” Temos predicts.
  • He is hesitant, though, to say that this problem is primarily because of a deficiency in the device, when it could just as easily be that the students need to adapt to using a new technology. “[ASU is] going to look at whether this is something that students get used to in the second semester of the pilot and eventually prefer, or if it remains consistent that they continue to prefer paper,” he says. “I think we don’t know that yet.”
  • Highlighting text with the Kindle was not much easier or more satisfying for Princeton students. Much of the difficulty was due to the inability to highlight in color on the grayscale E Ink screen. “The highlighting on the Kindle isn’t actually highlighting; it just makes an underline,” Temos explains. “The students want something more emphatic than that.” Students also found it awkward to highlight long passages using the trackball. “Highlighting over a page break on the Kindle is a real feat,” Temos laughs. “If you actually extend your highlight from one page to the next you feel a real sense of accomplishment.”
Barbara Lindsey

The Device Versus the Book -- Campus Technology - 0 views

campustechnology.com/...he-device-versus-the-book.aspx

ebooks

shared by Barbara Lindsey on 05 May 10 - Cached
  • reading for learning is not the same activity as reading for pleasure, and so the question must be asked: Do these devices designed for the consumer book market match up against the rigors of academic reading?
Barbara Lindsey

ACTFL Submission Guidelines 2011 - 0 views

convention2.allacademic.com/...lines_and_Recommendations.html

actfl actfl11 submission guidelines

shared by Barbara Lindsey on 27 Dec 10 - No Cached
  • A focus of ACTFL 2011 will be on how language educators can prepare students for living, working, and learning in a global environment.
  • While technology is embedded in all 21st century classroom activities, this strand focuses on specific cutting edge technologies that promote language development and cultural understanding including social networking and global communities.
  • Building the language capacity of the U.S. is an ongoing challenge that requires effective policies, local and national advocacy efforts, and matching U.S. student performance against international benchmarks. Developing effective teachers and effective teacher leaders and mentors is also a critical component of our profession.
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  • Effective instructional practice leads to increased language development and cultural understanding and meets the needs of all students in the language classroom. Integrating technology innovations into instruction is vital to a 21st century learning environment. Various program models and curriculum designs are featured in this category from elementary program dual language, immersion, and FLES, to higher education programs that focus on advanced language proficiency.
  • If you are a presenter as well as the person submitting the proposal, you must still list yourself as a presenter. As the submitter your name will be included as the “session organizer”, but you must also add your name as a presenter. This is very important otherwise your name will not show as being a presenter on the submission and your proposal may not be considered. Be sure that your presenter information is current – email address, affiliation (school/company), address, etc – in the database.
Barbara Lindsey

UC Berkeley orientation: UC Berkeley asks incoming students to say more than 'hello' - ... - 0 views

www.latimes.com/...cents-20110717,0,2416575.story

berkeley orientation students speech samples map mapping

shared by Barbara Lindsey on 17 Jul 11 - No Cached
  • In addition to exploring their diverse backgrounds, students will discuss the language challenges graduates face as many work overseas, Hampton said. "They're going to be living in a multilingual context, and that's a really interesting thing for them to think about," he said.
  • The voice samples will be attached anonymously to an interactive world map so other participants can hear them, and each student will be matched through a voice recognition program with five others who have similar pronunciations, Johnson said.
  • With about 30% of incoming UC Berkeley students reporting that English was not their first language, exploring that linguistic diversity is a good way to help students feel comfortable at such a large school, faculty organizers said.
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  • This summer, UC Berkeley is asking new students to submit a less controversial part of themselves: Their voices and accents
  • One result will be an analysis of California accents, as researchers try to get beyond such stereotypes as the Surfer Dude, Valley Girl and Central Valley Farmer to study participants' vowel sounds, along with their locations, ethnicity and socioeconomic backgrounds.
  • After two years and perhaps again after four, students will be asked to make new recordings to determine whether being at UC homogenized their accents or pushed them into distinctive speech subgroups, Johnson said. (For example, he said, because of his Oklahoma upbringing, he pronounced "Don" and "dawn" identically in one of the experiment's exercises.)
  • Among those embracing the project was Chloe Hunt, 18, a freshman from Santa Barbara who said the voice map made her even more curious to meet students from many cultural backgrounds. "It made me think about who I'm going to be sitting next to in class," said Hunt, who learned Farsi from Iranian relatives.
  • Leah Grant, 41, who is transferring to UC Berkeley from Long Beach City College, said listening to the voice samples made her feel like part of the university already. The varying approaches also were amusing, she said.
  • Barbara Lindsey on 17 Jul 11
     
    fall 2011 syllabus
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