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More Changes in Store for the Traditional Textbook Model? : April 2009 : THE Journal - 0 views

www.thejournal.com/24289 textbooks texas online
shared by Barbara Lindsey on 22 Apr 09 - No Cached
  • Create a commissioner's list of electronic textbooks and instructional materials that would bypass the Texas State Board of Education, a notorious gauntlet fraught with politics; and Require that school districts purchase a classroom set of textbooks adopted by the State Board of Education for each subject and grade level in the state curriculum.
  • Barbara Lindsey on 22 Apr 09
     
    "Their culture is different, and so is their mode of communication. Rather than have us force kids to the old way, we need use their way of learning and communicating. That's why I co-authored this bill."
  • Barbara Lindsey on 22 Apr 09
     
    Your thoughts on cultural difference and 'new modes' of communication?
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Parents Are a Secret Weapon Just Waiting to Be Discovered | Edutopia - 0 views

www.edutopia.org/vement-participation-education edutopia parents partnership
shared by Barbara Lindsey on 13 Aug 09 - Cached
  • These high-performing schools, say Henderson and Mapp, focus on building trusting, collaborative relationships among teachers, families, and community members. They recognize, respect, and address families' needs, as well as class and cultural differences. And they embrace a philosophy of partnership in which power and responsibility are shared.
  • partnering with parents isn't the reality in many schools throughout the country.
  • The most recent MetLife Survey of the American Teacher (the insurance company has conducted an annual teachers' survey since 1984) sheds additional light on this issue. According to the study, new teachers consider engaging and working with parents their greatest challenge (beating out obtaining supplies and maintaining order and discipline in the classroom) and the area they are least prepared to manage during their first year of teaching.
  • ...2 more annotations...
  • a less-than-welcoming atmosphere, language and cultural barriers, insufficient training for teachers, and lack of parent education or parenting skills.
  • the fifth type of parent involvement: including parents in the decision-making processes at school. (See "Six Types of Parent Involvement," below, for the full list.) Although such partnerships are difficult and require all parties to move out of their comfort zones, they provide the greatest hope for deep and lasting changes in our schools.
  • Barbara Lindsey on 13 Aug 09
     
    These high-performing schools, say Henderson and Mapp, focus on building trusting, collaborative relationships among teachers, families, and community members. They recognize, respect, and address families' needs, as well as class and cultural differences. And they embrace a philosophy of partnership in which power and responsibility are shared.
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Ending the semester, Lessons Learned (Part 4: Assessment) | Language Lab Unleashed! - 0 views

www.languagelabunleashed.org/...sons-learned-part-4-assessment assessment student-centered student-created sawhill
shared by Barbara Lindsey on 30 Jul 09 - Cached
  • I see teaching as constantly re-tooling, tweaking, re-evaluating, scrapping, starting over.
  • One of my goals for this class (and for me) was to see what student-centered assessment would look like in a conversation class. I took a big leap and gave the reigns over to them. The content of the class and flow of the class was based on their interested and idea. They were there because they had personal goals that needed to be acknowledged and realized… or at least approximated.
  • What would happen if I felt they didn’t merit the grade they said they did? what if they all wanted an A+?
  • ...5 more annotations...
  • This is what I asked each student to do: 1) create a series of three goals or metas, one progressively more complex than the other, and each building upon the other, that were to be accomplished his term. The first goal was to be done by the end of March, the second by the end of April, the third maybe by the end of the term…but probably not. 2) create a series of tasks that s/he felt would lead to realizing those goals. 3) blog about about his or her progress at least 2 times per week 4) At the end of the term: write up a final self assessment (in English or in Spanish), reflecting upon the progress completed, including the work done in class that would contribute to these goals, and assign a grade for the term. The students needed to evidence of their progress as a way of justifying their chosen grade. CAVEAT: If the grade s/he chose was lower than one than I would have selected, they would get my grade and an explanation. If the grade was higher, we would continue the conversation and try to see what it was that I was missing. I was willing to be (and wanted to be!) swayed, given that this was the student’s assessment of his/her personal learning goals in Spanish.
  • Some (but very few indeed) met ALL of their goals. Almost all acknowledged that they had set up unrealistic expectations for themselves (in terms of how much they could get done in a semester) and many used their self assessment as a way to set up future goals for their language growth. (Exactly the kinda thing you hope to see happen…learning extending beyond the limits imposed by the classroom).
  • A shy, timid young man, he did not mention in his evaluation the class discussion he led, and managed, and blogged about at the end of the term… nor did he see how any of this was helping him move towards his most lofty goal…to be able to travel with friends in Spain and to be able to communicate with ease and without anxiety.
  • It pains me to read this, but not because of the critiques she makes about me, the tools, or the class. It pains me because Edie passed on an opportunity to try something new, experiment, take a calculated risk…all things she will eventually have to do when she travels in another culture. It’s sad because she was the only student who did not “let go” of something during the semester and instead just held on tight to how she wanted this class to be, vs how it really, truly was. Unstructured to her meant undirected. Allowing the group to decide the flow of the class frustrated her, because the cadence of the class was not one that was controlled by the teacher and therefore predictable
  • In the end, she presented me with a chart that logged over 40 hours of Skype conversations with a native speaker she eventually found, and 110 pages (!) of chat transcripts with others with whom she tried to make regular contact. In class, as a result of her out of class experiences, she became more involved and engaged, eventually leading a class discussion about her interests in music, but doing so such that it wove itself in with the topic the class was discussing that week.
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Multimedia & Internet@Schools Magazine - 0 views

www.mmischools.com/...MmisXtra.aspx media literacy reading education
shared by Barbara Lindsey on 18 Jul 09 - Cached
  • I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
  • Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
  • PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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  • Culture determines library programs; libraries transmit culture.
  • If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
  • In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr via Twitter
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