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Darcy Goshorn

Classroom Economy Lesson Plans, Worksheets, Steps, Teaching Exercise, Course Worksheets - 2 views

www.moneyinstructor.com/classeconomy.asp

financialliteracy economics money personal finance for:cffcoach lesson worksheet

shared by Darcy Goshorn on 14 Dec 09 - Cached
  • Darcy Goshorn on 14 Dec 09
     
    "A series of lessons for creating and implementing a classroom economy. Students learn an introduction to economics by being actively involved in a mini economy, named MoneyInstructor-nomics. This 10-week unit is compressed into 15 lessons. Each lesson includes background, objectives for the teacher, a detailed, sep-by-step plan, a selection of student activities, questions, journal topics, examples, or templates. The lessons begin with an overview for the teacher, sample parent letter, background, objectives, and class activities."
Michelle Krill

The Partnership for 21st Century Skills - Report Identifies Inherent Link Between a 21s... - 0 views

www.21stcenturyskills.org/index.php

21st 21stcenturyskills report

shared by Michelle Krill on 18 Sep 08 - Cached
  • Creating a 21st century education system that prepares students, workers and citizens to triumph in the global skills race is the central economic competitiveness issue currently facing the United States, according to a new report released by the Partnership for 21st Century Skills.
  • Sponsored by the Partnership for 21st Century Skills, Ford Motor Company Fund, KnowledgeWorks Foundation and the National Education Association, the report notes that the country’s economic output has changed dramatically over the past 30 years and there is no sign this trend will stop.
  • As the world continues to shift from an industrial economy to a service economy driven by information, knowledge and innovation, cultivating 21st century skills is vital to economic success.
  • ...3 more annotations...
  • While the global economy has been changing, the United States has focused primarily on closing domestic achievement gaps and largely ignored the growing necessity of graduating students capable of filling emerging job sectors.
  • Abroad, developed and competing nations have focused on imparting a different set of skills – 21st century skills –  to their graduates because these skills increasingly power the wealth of nations. Furthermore, businesses now require workers who can handle more responsibility and contribute more to productivity and innovation.
  • “Through my work with the business community, it has become apparent that there isn’t a lack of employees that are technically proficient but a lack of employees that can adequately communicate and collaborate, innovate and think critically,” said Ken Kay, president of the Partnership for 21st Century Skills. “At this pivotal moment in our nation’s history, legislators and policymakers must focus on the outcomes we know produce graduates capable of competing in the 21st century and forging a viable economic future.”
Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 1 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

plagiarism professional development pd turnitin training writing language arts pedagogy

shared by Darcy Goshorn on 09 Jan 13 - No Cached
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
Ben Louey

Born Digital - Understanding the first generation of digital natives - 5 views

borndigitalbook.com

books technology digitalnatives

shared by Ben Louey on 06 Jul 10 - Cached
  • Ben Louey on 06 Jul 10
     
    The first generation of "Digital Natives" - children who were born into and raised in the digital world - are coming of age, and soon our world will be reshaped in their image. Our economy, our politics, our culture and even the shape of our family life will be forever transformed. But who are these Digital Natives?
Mary Schwander

Copyright Alliance - 0 views

www.CopyrightAlliance.org/content.php

copyright

shared by Mary Schwander on 04 Mar 09 - Cached
  • Mary Schwander on 04 Mar 09
     
    The Copyright Alliance believes that copyright law promotes creativity and job creation and strengthens the U.S. economy. Those who create, render, and publish copyrighted works rely on the copyright law and its enforcement, for their creative and financial success. Without it, these creators would likely cease to exist, or at the very least, cease to produce these important works that are enjoyed by billions of people around the world.
Donald Burkins

Carnegie-IAS: The Opportunity Equation: HOME - 0 views

www.opportunityequation.org

education carnegie math mathematics science science_education

shared by Donald Burkins on 24 Jun 09 - Cached
  • Donald Burkins on 24 Jun 09
     
    In a new report, The Opportunity Equation: Transforming Mathematics and Science Education for Citizenship and the Global Economy, the Carnegie-IAS Commission on Mathematics and Science Education challenges the nation to mobilize for coordinated action. Report; Commissioned papers; links...
Kathe Santillo

TheMint.org - It makes perfect cents. - 0 views

www.themint.org

CFFButler Economics

shared by Kathe Santillo on 01 May 09 - Cached
  • Kathe Santillo on 01 May 09
     
    This site provides many different economic resources for teachers and students such as information on government spending, how to create your own budget, and your role in the economy.
anonymous

At Waldorf School in Silicon Valley, Technology Can Wait - NYTimes.com - 6 views

www.nytimes.com/...alley-technology-can-wait.html

waldorf

shared by anonymous on 23 Oct 11 - No Cached
  • anonymous on 23 Oct 11
     
    " Schools nationwide have rushed to supply their classrooms with computers, and many policy makers say it is foolish to do otherwise. But the contrarian point of view can be found at the epicenter of the tech economy, where some parents and educators have a message: computers and schools don't mix. "
  • anonymous on 23 Oct 11
     
    So, what do you think of this approach? (Shared today on twitter)
Darcy Goshorn

Slavery Footprint - Made In A Free World - 8 views

www.slaveryfootprint.org

slavery economy justice social issues global

shared by Darcy Goshorn on 07 Nov 11 - No Cached
  • Darcy Goshorn on 07 Nov 11
     
    interactive that helps you determine how many slaves were involved in the products you use
Darcy Goshorn

Tweetwhatyouspend - 0 views

www.tweetwhatyouspend.com

for:cffcoach twitter tweet expenses money finances economy web2.0

shared by Darcy Goshorn on 21 Oct 08 - Cached
  • Darcy Goshorn on 21 Oct 08
     
    Track the size of the hole in your pocket using Twitter
  • Darcy Goshorn on 21 Oct 08
     
    useful mashup for twits
Michelle Krill

Teaching students 21st-century skills - The Boston Globe - 0 views

www.boston.com/...g_students_21st_century_skills

21st article

shared by Michelle Krill on 20 Nov 08 - Cached
  • IF STUDENTS are to succeed in today's complex economy, they need to know more than just English, math, science, and history. They also need a range of analytic and workplace skills.
  • Mastering those skills means learning how to think critically and creatively, work collaboratively, use the Internet to do research, and communicate clearly and effectively.
  • Students also need to be responsible and accountable, to be up on the news, and to have a workable knowledge of economics and business.
  • ...2 more annotations...
  • Now, this is a report some skeptics might well dismiss as another attempt to reinvent the educational wheel.
  • From IT to business etiquette to networking to preparing a resume to little things like having a proper handshake and making appropriate small talk, Oliver says she's learning how to conduct herself in the business world.
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.
anonymous

Justin Reich - Better Strategies Needed for School Internet Access - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009071003459.html

article filter filtering acceptableuse access

shared by anonymous on 13 Jul 09 - Cached
  • The millions of stimulus dollars to be spent on modernizing classrooms won't transform learning if students can't participate in the online forums that are reshaping the economy, journalism, government and society. If government has any helpful role to play in making school Web surfing safer, it should fund the development of online safety curricula and research into effective supervision software and strategies. Requiring more filtering would throw more resources at a failed approach. Another emerging and misguided strategy is requiring certain Web sites, such as social networks, to use age verification software; evading these new obstacles won't be much harder than evading filters.
  • anonymous on 13 Jul 09
     
    Great article about school filters. Read it and pass it along to your administration, maybe. But certainly, discuss it with them.
cheryl capozzoli

An interactive map of vanishing employment across the country. - By Chris Wilson - Slat... - 0 views

slate.com/2216238

statistics economy map us

shared by cheryl capozzoli on 18 Apr 09 - Cached
  • cheryl capozzoli on 18 Apr 09
     
    interactive employment map
anonymous

Worldview: U.S. must compete with China in the classroom - Philly.com - 4 views

articles.philly.com/...-beijing-s-tsinghua-university

worldview china students education global

shared by anonymous on 17 Jan 11 - No Cached
  • f we are concerned about competition from China, we should look beyond Beijing's growing military - and economic - might. Far better to focus on China's progress, and our lag, in educating our future workforce.
  • And despite the current recession, the U.S. economy is still powerful and innovative. But we are failing to produce the educated manpower we need to compete in a globalized world.
anonymous

The Jobless Rate for People Like You - Interactive Graphic - NYTimes.com - 5 views

www.nytimes.com/...unemployment-lines.html

visualization

shared by anonymous on 09 Nov 09 - Cached
  • anonymous on 09 Nov 09
     
    Shared today by David Warlick on Twitter. OUTSTANDING visualization about unemployment figures.
Mrs. Spear

Common Core State Standards Initiative | Home - 3 views

www.corestandards.org

shared by Mrs. Spear on 22 Jul 10 - Cached
  • 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.
  • anonymous on 22 Jul 10
     
    "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. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy."
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