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Darcy Goshorn

NIDA for Teens: The Science Behind Drug Abuse - 3 views

teens.drugabuse.gov

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shared by Darcy Goshorn on 11 Oct 11 - Cached
  • Darcy Goshorn on 11 Oct 11
     
    The National Institute on Drug Abuse (NIDA), a component of the National Institutes of Health (NIH), created this Web site to educate adolescents ages 11 through 15 (as well as their parents and teachers) on the science behind drug abuse. NIDA enlisted the help of teens in developing the site to ensure that the content addresses appropriate questions and timely concerns. Recognizing that teens want to be treated as equals, NIDA scientists were careful not to preach about the dangers of drug use. Rather, the site delivers science-based facts about how drugs affect the brain and body so that kids will be armed with better information to make healthy decisions. Elements such as animated illustrations, quizzes, and games are used throughout the site to clarify concepts, test the visitor's knowledge, and make learning fun through interaction.
Anne Van Meter

Ed schools vs. education - Pittsburgh Post-Gazette - 5 views

www.post-gazette.com/...ed-schools-vs-education-648613

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shared by Anne Van Meter on 12 Aug 12 - No Cached
  • "The achievement gap between the U.S. and the world's top-performing countries can be said to be causing the equivalent of a permanent recession," Mr. Hanushek wrote for Education Next.
    • anonymous
      anonymous on 12 Aug 12
       
      What are your thoughts on this?
  • Today we lead the world only in how much we spend per pupil.
    • anonymous
      anonymous on 12 Aug 12
       
      There are many reasons for this, of course. But, why do you suppose we're not getting the achievement?
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      Is it because we are forcing all kids to fit the same standards rather than develop different standards for different needs of the students?
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      Not in % of GDP we spend... Of course, those other countries spend on pupil support: extended parental leave, full health care...
  • Far and away the most important factor in student learning is the quality of teachers. If we got rid of just the bottom 5 percent to 7 percent of teachers, that alone would lift our kids to Canadian levels, Mr. Hanushek calculates.
    • anonymous
      anonymous on 12 Aug 12
       
      This is a delicate subject. But, we all know folks who don't put forth the effort that they should. What IF we did this?
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      How do you compare this? In my school, I will have 183 students in my classes this year, and none will be considered advanced math students. Our calc teacher will have a majority of the advanced students and his enrollment numbers are at 93. How does this compare?
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      I only teach the lower level students (no complaints about that, I'm good at what I do) but they will not hit "advanced"!!
  • ...10 more annotations...
  • Our teachers "do not know anything," according to Terrence Moore, who teaches history at Hillsdale College. That's largely because most have degrees in education rather than in the subjects they teach.
    • anonymous
      anonymous on 12 Aug 12
       
      This statement just TICKS.ME.OFF!
    • anonymous
      anonymous on 12 Aug 12
       
      Teachers are constrained by many different influences. Creativity is stifled, we teacher to the lowest common "core" denominator. Schools are not bold but old. We are rewarded by passing many useless measures, which unfortunately this article is based off of. Standardized test scores have blinded the public to what is important. Being able to problem solve and to be creative has always been the mark of an American, but that is being stripped of this generation b/c of the drive to wards testing.
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      And what are elementary teachers supposed to have degrees in? Do you really want a second grade teacher with a major in history? Or chemistry? In college, I took engineering and business calculus classes, business statistics and accounting, in addition to my education math classes. Does it matter that I didn't get a degree in math? Isn't it better that I also have courses in ancient near eastern history? And Arthurian legends? And American and English literature and American government?
  • "Future teachers are better served by getting good grounding in academic subject matter."
    • anonymous
      anonymous on 12 Aug 12
       
      Is that true? Or, is it better to learn how to teach and to use technology for what its capable of doing, etc etc?
  • Ed schools seem to think knowing stuff isn't important.
    • anonymous
      anonymous on 12 Aug 12
       
      Humbug!
  • "If you confront [teachers] with the fact that they, just as their students, can tell you nothing about the first 10 presidents or the use of the gerund, they will blithely respond that it is not so important for them to know things as to know 'how to know things,' " said Mr. Moore.
    • anonymous
      anonymous on 12 Aug 12
       
      What do you think?
  • The reform needed is to remove state "certification" requirements. The reason for them, we're told, is to guarantee that only the qualified teach. Their real purpose is to keep the knowledgeable out of the classroom.
    • anonymous
      anonymous on 12 Aug 12
       
      This is sounding more and more like a rant instead of a thoughtful argument.
  • "Yet these education schools," Mr. Moore points out, "not only do not impart real knowledge of academic subjects; they are actively hostile to it."
    • anonymous
      anonymous on 12 Aug 12
       
      I need to see facts to support this.
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      The first three out of four years in college were spent taking more non-education courses than education related. We all had to take the full math/English/history/science core courses, then added psychology and sociology in addition to the education courses and several internships as well.
  • If instead of being forced to hire the certified, schools were free to hire the qualified, colleges of education would wither away -- and learning would blossom.
    • anonymous
      anonymous on 12 Aug 12
       
      Many qualified folks lost their positions when they weren't deemed 'highly qualified.' 
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      Isn't that what certification is? An official statement that the person is indeed qualified?
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      But, wasn't he just complaining several paragraphs ago that 60% of teachers are certified in their subjects? And he wants to add more uncertified teachers?
  • Students learn a lot from the teacher who knows a lot," Mr. Moore said. "They learn nothing from the teacher who knows nothing."
    • anonymous
      anonymous on 12 Aug 12
       
      Now, that's profound.
  • they aren't allowed to teach.
    • anonymous
      anonymous on 12 Aug 12
       
      Why would they? The work is difficult, the pay is terrible and everyone outside of education thinks you're lazy.
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      A medical doctor teaching in HS? What, around their appointments with patients? 
    • Anne Van Meter
      Anne Van Meter on 29 Aug 12
       
      And politicians take cushy jobs as lobbyists. I can't think of many teachers who only need to teach civics. It's only a small part of the full curriculum.
  • Not so many years ago, our schools were the best in the world
    • Jimbo Lamb
      Jimbo Lamb on 13 Aug 12
       
      I'd like to see the supporting evidence on this.
  • anonymous on 12 Aug 12
     
    An interesting article, and certainly not without other opinions.
  • Anne Van Meter on 29 Aug 12
     
    An interesting article, and certainly not without other opinions.
anonymous

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www.dipity.com

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shared by anonymous on 22 Jun 08 - Cached
  • Michelle Krill on 22 Jun 08
     
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Jimbo Lamb

Web Watch: Virtual Morality - 0 views

blogs.edweek.org/...virtual_morality.html

shared by Jimbo Lamb on 15 May 08 - Cached
    • Jimbo Lamb
      Jimbo Lamb on 15 May 08
       
      I have a MySpace and facebook page (and xanga from when it was big) and have used them to educate my students about being careful of what they post online. I have asked them about things they posted on their pages, and they ask me, "How do you know that? I don't want you to know that!" I respond, "Then don't post it online. If you put it up, ANYONE can read it." It really gets them thinking.
Jimbo Lamb

Career Corner: Hiring teachers before they student teach - 0 views

blogs.edweek.org/...g_teachers_before_they_st.html

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shared by Jimbo Lamb on 27 Jun 08 - Cached
  • The competition for math teachers has become so tight that schools are jumping the gun and hiring these students before they even student teach.
    • Jimbo Lamb
      Jimbo Lamb on 27 Jun 08
       
      I cannot believe that a district would do such a thing! There may be good student teachers out there, but shouldn't they be certified? They need some experience!
  • Do we need to pay the math, sciences, and special education fields the equivalent to their non-education jobs? One science teacher lamented that he could double or triple his salary if he were in the "real" world. A university career services counselor said that his special education students were recruited by hospitals and health care services and paid much more than public schools could pay.
    • Jimbo Lamb
      Jimbo Lamb on 27 Jun 08
       
      Doesn't it always come down to money?
Jimbo Lamb

Annals of Education: Most Likely to Succeed: Reporting & Essays: The New Yorker - 0 views

www.newyorker.com/...081215fa_fact_gladwell

shared by Jimbo Lamb on 17 Dec 08 - Cached
  • In teaching, the implications are even more profound. They suggest that we shouldn’t be raising standards. We should be lowering them, because there is no point in raising standards if standards don’t track with what we care about. Teaching should be open to anyone with a pulse and a college degree—and teachers should be judged after they have started their jobs, not before.
    • Jimbo Lamb
      Jimbo Lamb on 17 Dec 08
       
      I totally agree with this statement. If I were graduating from college today with the same GPA when I did, I wouldn't be able to get my certificate due to the higher standards. Yet, here I am, now helping other (veteran) teachers improve their instruction.
Mike Leonard

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National Geographic - Inspiring People to Care About the Planet - 0 views

www.nationalgeographic.com

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  • Kathe Santillo on 01 May 09
     
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Kathe Santillo

National Geographic - Inspiring People to Care About the Planet - 0 views

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Darcy Goshorn

Education at the crossroads - 0 views

sethgodin.typepad.com/...ucation-at-the-crossroads.html

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shared by Darcy Goshorn on 17 Aug 09 - Cached
  • School was the big thing for a long time. School is tests and credits and notetaking and meeting standards. Learning, on the other hand, is 'getting it'. It's the conceptual breakthrough that permits the student to understand it then move on to something else. Learning doesn't care about workbooks or long checklists.For a while, smart people thought that school was organized to encourage learning. For a long time, though, people in the know have realized that they are fundamentally different activities.
  • Darcy Goshorn on 17 Aug 09
     
    "school" versus "learning" - 2 separate entities?
Mardy McGaw

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 1 views

www.ascd.org/...lls@_The_Challenges_Ahead.aspx

shared by Mardy McGaw on 07 Sep 09 - Cached
  • But in fact, the skills students need in the 21st century are not new.
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills.
  • This distinction between "skills that are novel" and "skills that must be taught more intentionally and effectively" ought to lead policymakers to different education reforms than those they are now considering. If these skills were indeed new, then perhaps we would need a radical overhaul of how we think about content and curriculum. But if the issue is, instead, that schools must be more deliberate about teaching critical thinking, collaboration, and problem solving to all students, then the remedies are more obvious, although still intensely challenging.
  • ...10 more annotations...
  • To complicate the challenge, some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • What will it take to ensure that the idea of "21st century skills"—or more precisely, the effort to ensure that all students, rather than just a privileged few, have access to a rich education that intentionally helps them learn these skills—is successful in improving schools? That effort requires three primary components. First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills. Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained. Finally, we need new assessments that can accurately measure richer learning and more complex tasks.
  • Why would misunderstanding the relationship of skills and knowledge lead to trouble? If you believe that skills and knowledge are separate, you are likely to draw two incorrect conclusions. First, because content is readily available in many locations but thinking skills reside in the learner's brain, it would seem clear that if we must choose between them, skills are essential, whereas content is merely desirable. Second, if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • Because of these challenges, devising a 21st century skills curriculum requires more than paying lip service to content knowledge.
  • Advocates of 21st century skills favor student-centered methods—for example, problem-based learning and project-based learning—that allow students to collaborate, work on authentic problems, and engage with the community. These approaches are widely acclaimed and can be found in any pedagogical methods textbook; teachers know about them and believe they're effective. And yet, teachers don't use them. Recent data show that most instructional time is composed of seatwork and whole-class instruction led by the teacher (National Institute of Child Health and Human Development Early Child Care Research Network, 2005). Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered methods (Shapson, Wright, Eason, & Fitzgerald, 1980). Again, these are not new issues. John Goodlad (1984) reported the same finding in his landmark study published more than 20 years ago.
  • Why don't teachers use the methods that they believe are most effective? Even advocates of student-centered methods acknowledge that these methods pose classroom management problems for teachers. When students collaborate, one expects a certain amount of hubbub in the room, which could devolve into chaos in less-than-expert hands. These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses. Anyone who has watched a highly effective teacher lead a class by simultaneously engaging with content, classroom management, and the ongoing monitoring of student progress knows how intense and demanding this work is. It's a constant juggling act that involves keeping many balls in the air.
  • Most teachers don't need to be persuaded that project-based learning is a good idea—they already believe that. What teachers need is much more robust training and support than they receive today, including specific lesson plans that deal with the high cognitive demands and potential classroom management problems of using student-centered methods.
  • Without better curriculum, better teaching, and better tests, the emphasis on "21st century skills" will be a superficial one that will sacrifice long-term gains for the appearance of short-term progress.
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      "ensuring that students learn how to think" You would think that this is the essence of education but this is not always asked of students. Memorize, Report and Present but how often do students think and comment on their learning?
  • practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Mardy McGaw
      Mardy McGaw on 20 Oct 09
       
      Students need to be taught how to work as part of a group. The need to see mistakes and be given a chance to improve on them. Someone who already knows how to work as a team player is the best coach/teacher.
  • anonymous on 07 Sep 09
     
    A very interesting article. Lots of good discussion points.
Anthony Williams

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ED TECH COACHING: My Core Beliefs: Why I Stay in Education and Why I Focus on Education... - 4 views

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