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Scott Nancarrow

Alexa Helps With Homework, But Problem-Solving Skills Are Key : NPR - 0 views

  • Still, he agrees that this debate is about much more than knowing what 5 minus 3 is. It's also about developing the patience to solve problems. "That ability to stay focused," he says, "particularly when something is not interesting, is one of the most important developmental skills that children acquire." In other words, it's not just about having the answers. It's about the work you put in to get them.
Jill Bergeron

#BookSnaps - Snapping for Learning - R.E.A.L. - 0 views

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    How to use social media for formative assessments and reading comprehension.
Scott Nancarrow

David Brooks on Character in the Selfie Age - YouTube - 0 views

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    David Brooks argues that meaning and moral value are losing out in a world of 'me me me'. A witty and powerful look at how we can improve ourselves in the ways that really matter.
Scott Nancarrow

Applying New Research to Improve Science Education | Issues in Science and Technology - 0 views

  • The appropriate STEM educational goal should be to maximize the extent to which the learners develop expertise in the relevant subject, where expertise is defined by what scientists and engineers do.
  • the value of the educational experiences should be measured by their effectiveness at changing the thinking of the learner to be more like that of an expert when solving problems and making decisions relevant to the discipline.
Jill Bergeron

Delivering on the promise of STEAM - The Learner's Way - 0 views

  • STEAM projects, like all good inquiry learning, need to be driven by excellent, open ended questions.
  • Questions that require the learner to think like a scientist as they interpret the world, make observations and conduct experiments. Where the relationships between numbers, quantities and shapes are explored with the mindset of a mathematician. Questions in which an artistic response demands more thought than ‘what colour shall I paint the wheels’ and where the intersection of engineering and technology brings new ways of doing things. Good STEAM projects will demand learning contexts that generate novel solutions made possible only through the collaboration of each discipline and whenever possible should be driven by the questions students discover.
  • Engineering is also the field least present in traditional school models and as such may be that field which brings the others together as it has less to lose and most to gain in such a recombination of disciplines.
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  • If STEAM is dominated by Engineering problems where are the opportunities for science to be the servant of art, or for technology to be the doorway to new scientific discoveries.
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    How do you create an authentic STEAM project?
Jill Bergeron

The Marshall Memo Admin - Issues - 0 views

  • In 2009, TNTP reported that teacher evaluation systems didn’t accurately distinguish among teachers with varying levels of proficiency, failed to identify most of the teachers with serious performance problems, and were unhelpful in guiding professional development.
  • The Widget Effect study concluded that “school districts must begin to distinguish great from good, good from fair, and fair from poor.”
  • On average, only 2.7 percent of teachers were rated below Proficient/Exemplary on a 4- or 5-point scale.
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  • The percent of teachers given the top rating ranged from 73 percent in Tennessee to 8 percent in Massachusetts and 3 percent in Georgia.
  • Many districts are drawing important distinctions between good and excellent teaching, but there is less differentiation among good, fair, and poor performance.
  • Why do so few teachers receive below-proficient ratings, despite the fact that school administrators estimate that more than a quarter of their teachers aren’t up to par?
  • The daunting workload involved in giving low ratings
  • Being merciful – Some principals said they were hesitant to give low ratings to rookie teachers out of kindness and a desire not to discourage (or lose) a teacher who had potential for growth.
  • Personal discomfort
  • Principals knew that teachers could lose their jobs as a result of a low rating, and were upset when teachers cried.
  • Her policy: use e-mail for non-urgent questions and texts when time is an issue.
  • 2013 Gates-funded Measures of Effective Teaching (MET) study, which asserted that it’s possible to accurately evaluate teachers by triangulating data from student surveys, value-added scores, and classroom observations.
  • Google, General Electric, and other corporations shifted from rating and ranking employees to providing real-time supervisor and peer feedback and coaching aimed at fostering professional growth to meet stretch goals. This rethinking was inspired by three findings from educational research: -   Performance ratings tend to foster a “fixed” versus a “growth” mindset. -   Numerical grades or ratings lead recipients to ignore detailed feedback. -   Extrinsic rewards can discourage the behaviors they aim to improve.
  • A 2012 initiative in Cincinnati suggests a different approach. Mid-career teachers who were observed four times by peers and given detailed feedback showed marked improvements in performance and student results. The key elements were frequency, credible observers, formative feedback, and a simple, low-stakes process with no direct ties to promotion and retention decisions.
  • Studies point to the following levers for continuous improvement:             • Peer collaboration – Veteran teachers continue to improve their skills if structures are in place that get them working with colleagues in focused, results-oriented instructional teams.             • Teacher evaluation – The key is detailed, valid feedback on classroom practices and support for improvement from knowledgeable and well-trained administrators or peers.             • Tailored on-the-job training – Most PD is ineffective, but intensive coaching focused on the specific needs of individual teachers and sustained over time can make a positive difference.             • Organizational supports – These include an orderly, disciplined school environment, services available to address students’ social and emotional needs, and positive parent engagement. • Leadership – “Hiring principals who have the talent to identify organizational weaknesses, establish schoolwide systems to support teachers and students, and galvanize collective buy-in from teachers is a central lever for improving the teaching and learning environment,” conclude Papay and Kraft.
  • Not having access to books in June, July, and August results in a two-month loss each summer for poor children compared to a one-month gain for more-advantaged children, and that accumulates over the years into a crushing achievement gap. Getting low-SES children reading over the summer is the most effective way to change that dynamic, but what works?
  • a home library is as important as parental education and twice as important as the father’s occupation in predicting educational outcomes;
  • Establish virtual office hours. Tucker tells students at the beginning of the year the dates and times when she’ll be available for a Google chat or Google Hangouts screen-sharing session. She has colleagues who tell students they can e-mail between 4:00 and 6:00 p.m. and any e-mails received after that will be answered the next day.
  • Limit communication channels.
  • Other reasons – These included racial concerns (for example, if a disproportionate number of minority teachers might receive low ratings); burdensome dismissal procedures; principals making deals in which teachers agreed to leave the school in exchange for a higher rating; and concern about ineffective replacement teachers.
  • Make information available online.
  • Set up a space where students can connect online. Tucker has a private Google+ community where students can share information, ask questions, and support one another.
  • Protect unplugged time at home.
  • Not every disagreement is a call to arms.
  • How and when I use my voice matters. “As I see it,” says Gannon, “my job requires that I advocate for both faculty members and students, and for both teaching and learning. Sometimes that means speaking truth to power; other times it means speaking truth to colleagues.” This is especially important with issues of gender, race, and bullying.
  • Don’t be afraid to ask for help
  • “It’s all too easy to let the minutiae detract from the larger goal… I’m not useful to anyone I serve if I’m overcommitted.”
  • Support, affirmation, and collegiality are more important. For me, leadership has become a matter of knowing and respecting my colleagues all over the campus, appreciating the work they do, and letting them know it… There’s no daily quota on thank you’s.”
  • At their best, they promote academic achievement, stronger student connections to education, and improved initiative, teamwork, and social skills.
  • Has a well-thought-out coaching philosophy aligned with the school’s educational, athletic, and programmatic goals – Winning isn’t the main goal, says Gould. Rather, “coaches work hard to help student-athletes learn important life lessons from their sport experiences.”
  • Shares decision-making with students and provides rationales for coaching actions
  • effective coaches meet their athletes’ need for autonomy, competence, and relatedness in an atmosphere where students feel they belong.
  • Builds strong coach-athlete relationships in a caring, supportive climate – Each athlete is known as an individual, made to feel welcome, and knows that bullying and belittling others isn’t tolerated on or off the field.
  • Is a knowledgeable and effective teacher – “Research reveals that coaches who give positive versus degrading and punitive feedback or no feedback at all have athletes who are more motivated, feel better about themselves, and achieve more positive developmental outcomes from sports participation,” says Gould.
  • Is intentional in fostering positive youth development – This includes attention to leadership, teamwork, and a work ethic.
  • What these parents didn’t understand, says Jones, is that “You are either consistent, or you are inconsistent. There is nothing in between.”
  • “The irony of consistency,” says Jones, “is that the closer you come to being consistent before you fail, the worse off you are. If the parent cracks easily, the child does not need to be a world-class yammerer in order to succeed. But, if the parent does not crack easily, the child must learn to play hardball.”
  • How does this apply to classrooms? Teachers must set clear, reasonable expectations, says Jones, and then be absolutely consistent in enforcing them.
  • Never make a rule that you are not willing to enforce every time.
  • If you are consistent, you can use smaller and smaller consequences to govern misbehavior. But if you are inconsistent, you must use larger and larger consequences to govern misbehavior.
  • “it’s extremely unlikely you can greatly improve your reading speed without missing out on a lot of meaning…
  • “If you want to improve your reading speed, your best bet – as old-fashioned as it sounds – is to read a wide variety of written material and expand your vocabulary.”
  • you can’t take in words you don’t see, and you have a set-point for processing language that can be changed only by long-term improvements in vocabulary and knowledge.
  • when it comes to reading for deep comprehension or enjoyment, there are no shortcuts.
  •   1. Why is it so difficult to improve the teacher-evaluation process?   2. Another look at the Measures of Effective Teaching study   3. Conditions for the continuous improvement of teaching   4. Counteracting summer reading loss   5. Using Reading Recovery techniques in guided reading groups   6. Keeping our technology use under control   7. Advice for leaders   8. The qualities of an effective high-school athletic coach   9. Consistency with classroom discipline 10. Are speed reading courses effective? 11. Short items: (a) World population growth animated; (b) Two centuries of U.S. immigration animated; (c) Common Core math sequence; (d) Survey on teacher evaluation
stephawesomie

Science & Technology Lessons | TED-Ed - 0 views

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    Science and other topics TED-Ed http://bit.ly/1XkGKcx Great way to flip lessons, assign some comprehension questions, and assess
Jill Bergeron

Tech Finder | Technology Apps for Learning Disabilities and Issues - Understood - 0 views

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    This search engine helps find appropriate tech tools for teaches and students based on grade level, subject and skill. It is powered by Common Sense Media.
Jill Bergeron

Coding Resources: 06 - 0 views

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    Coding resources for sixth graders.
Jill Bergeron

What research says about technology integration - 0 views

  • Technology is tempting to embed in the classroom en masse. It piques kids’ interests and it is fun to explore. But does it lead to achievement and help students grow as learners? We need to ask ourselves these types of questions if we want to realize the impact that connected education can have on students
  • Sherry Turkle, a scientist from MIT, found that empathy can be reduced by up to 40% in college students when they prioritize online relationships over in person conversations (Turkle, 2015).
  • Reasons include more distractions on a screen, such as multimedia enhancements and advertisements, and the “difficulty to see any one passage in the context of the entire text” (Jabr, 2013). These factors can lead to decreased comprehension and understanding.
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  • dedicated e-readers with e-ink technology are equivalent to print, as far as the mind is concerned. “
  • So should reading on tablets and laptops be avoided in classrooms? Not if a digital reading experience offers options for learners who need more support.
  • social media isn’t just for the kids. Educators can leverage these connections to their advantage.
  • In a recent study, teenagers originally from Mexico living in the US saw improvement in acquiring English skills through interacting within Facebook communities (Stewart, 2014). These adolescents also felt more supported and connected when they were able to communicate with others using their native language.
  • When words are on a screen, we tend to not stick with content as long as we might when compared to paper.
  • What we allow at school needs to be balanced with an awareness of the often unrestricted access students have at home and the community.
  • Integrating digital devices into the classroom tends to accentuate current instruction but does not improve poor practice (Toyoma, 2015)
  • college students who do not use a digital device during class show better understanding of the content taught compared to students who did (Shirkey, 2014)
  • In fact, the mere presence of a laptop or tablet was distracting to those around the student using technology.
  • Keep it simple. If the digital devices lack a natural point for integration, don’t shoehorn it in for the sake of making instruction “connected.” Pedagogy trumps technology.
  • Use technology. Not too much, at home and school. Mostly for learning.
Jill Bergeron

When Tech Teaches, What Do Teachers Do? | Tech Learning - 0 views

  • o when tech is doing the things teachers did, what do teachers do? Here are some ideas. Relationships: When technology provides the on demand lecture and feedback, teachers have more time to develop relationships with students.  Students want to be seen, heard, and known. Technology enables teachers to better know their students for who they are as a whole as well as their talents, interests, and areas where they want to grow. Guidance: Young people need and want guidance. Teachers can spend more time guiding and supporting students. Tutoring: When whole class instruction can be done using technology, teachers are freed up to do small group and one-on-one tutoring.  Digital Literacy: Teachers can play an important role in helping to support students in being responsible and respectful digital citizens. Learning Network Development: Connections are key and with technology we can help students safely make local and global connections.  What if we found a mentor for every student that could support them digitally and/or face-to-face. Cheerleader: Students love knowing you know their accomplishments.  More time to notice what students have accomplished. Discuss what that means and give them support.
Jill Bergeron

Apps That Rise to the Top: Tested and Approved By Teachers | MindShift | KQED News - 0 views

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    Some diverse tech tools sorted by subject and skill.
Jill Bergeron

Learn More - Seesaw - 0 views

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    This application, which is accessible via Chrome and on iPads, could really be great for younger students looking to capture their learning and see how they have grown. It gives young children the power to create digital portfolios.
Jill Bergeron

The Four Negative Sides of Technology | Edudemic - 0 views

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    Less physical activity Safety & privacy at risk Tech changes the way children feel Tech changes the way children think
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