Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says.
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shared by Bob Rowan on 25 May 12
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Rutgers Video on Plagiarism - 4 views
library.camden.rutgers.edu/...Plagiarism
Computer Class Social Studies digital citizenship education Writing English reference plagiarism GretchenS
shared by Bob Rowan on 25 May 12
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Resources for teaching Plagiarism from Rutgers University, shared by Gretchen Schroeder in Spring 2009, with the following caveat: "There are a couple of things in the "Quiz" video that are not precisely accurate e.g. they don't cover common knowledge quite right."
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The Literacy Shed - The Literacy Shed Home - 25 views
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08/70/2012 - "Here at Literacy Shed we aim to provide exciting teaching ideas for the resources that we would love to use if only we had the time to find them."
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shared by Martin Burrett on 05 Dec 11
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Primary Treasure Chest - Teaching Resources - 135 views
www.primarytreasurechest.com
primary teaching resources English Maths Science Geography history printables
shared by Martin Burrett on 05 Dec 11
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A 'must try' vast site with a irresistible bounty of downloadable and printable resources for across the curriculum that you will come to treasure. http://ictmagic.wikispaces.com/Cross+Curricular
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Teenagers and grammar | TeachingEnglish | British Council | BBC - 68 views
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The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views
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"Do all the work, you get an A. Don't need an A? Don't have time to do all the work? No problem. You can aim for and earn a B. There will be a chart. You do the assignment satisfactorily, you get the points. Add up the points, there's your grade. Clearcut. No guesswork. No second-guessing 'what the prof wants.' No gaming the system," Ms. Davidson wrote Sunday in a blog post detailing her strategy on hastac.org (pronounced "haystack"), the acronym for "humanities, arts, science, and technology-advanced collaboration.," which she co-founded.
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It's important to teach students how to be responsible contributors to evaluations and assessment. Students are contributing and assessing each other on the Internet anyway, so why not make that a part of learning?"
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Weblogg-ed - 2 views
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no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish. Where the adults in the room lead my kids to dig deeper, to validate facts, and consider the many levels of context in which every speech and every debate takes place. Where the discussion around it is such that it lays to rest the concern that many seem to have about this particular speech in general, that in some way the President will be able to “indoctrinate” our kids into some socialist mindset. If schools are the fully functioning learning communities that we hope they are, they should be the place where our kids learn to make sense of ideas, not to fear them. That, however, is not the message we are sending.
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Isn't it ironic that the very things that we fought for and received via the US Constitution, Civil Rights, etc. are the very things that students are today losing? As an American History teacher I talk about the past, present, and future and show my students how things have/have not changed throughout time. I begin the year by reading the "True Story of the 3 Little Pigs," and talk about J.S. Mill and his challenge to others to question. Is society truly against the educating of its students to have an open-mind, ask questions, and look at many perspectives?
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In the midst of all of the “uproar” over the President’s planned speech to school kids on Tuesday, I keep thinking about what all of this says about schools, about what they are for, and about the perception that a lot of people in this country have of them.
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My English Language Learners were very positive about the speech and couldn't understand all the uproar. Aren't we teaching in government funded schools? Well my young adults liked the message of responsibilty. I have also taught the true story of the 3 little pigs but my ELLs weren/t really familiar with the original version. It helped with point of view from the orignal version.
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thin walls
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thin walls
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Will Richardson is Mr. Utopian Education to a lot of people. Even if you don't agree with everything he says, most folks agree that he offers thought-provoking topics.
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shared by Phil Taylor on 06 Apr 09
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Education 2.0 - Edmodo - Free Private Microblogging For Education - 28 views
www.edmodo.com
ictag pd microblogging web2.0 education twitter socialnetworking teaching edmodo Tools
shared by Phil Taylor on 06 Apr 09
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strong and growing. Thank you!
An unknown error has occured. Please try again later.Enter your email address to have a new password sent out.
requiredthe email does not existnot an email addresschecking...If you are a student and have not supplied Edmodo with an email address, ask one of your instructors to reset your password.
We were unable to validate your Google AccountSign in with your 
Account
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If you are fearful of Facebook and MySpace then you need to create an Edmodo account. Edmodo was designed specifically for educational purposes. You must be a teacher, student, or parent to gain access. It allows you all the amenities of those other social networking sites but with a lot more security/privacy. -
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I've used Edmodo for 3 years now. It has revolutionized my teaching to the degree that I don't know what I'll do if I ever have to stop using it. -
That is great question. And do you need parent permission for students to use it? -
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Yes, it is free and you can manage student accounts. It is only open to those you invite in and only educators may obtain an account. You may monitor and moderate all conversations, administer quizes, embed media, etc. The groups feature is very effective and you may grant access to your group to other classes. We just had 700+ students interacting in a global collaboration project, Digiteen. Students do not need an email address to use Edmodo, so under 13 is OK for CIPA. It looks much like Facebook, so kids love it and parents need some education on it as they fear it at first. Parents can get monitoring access so they may monitor their child's activity. It is a great tool to show parents how social media is used in education.
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Social networking for teachers & students. Send homework, links, videos, participate in discussions, share ideas.
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Bitstrips Comic Designer - 12 views
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Make you own cartoon comic strip with this easy to use, click a drag resource. Just choose your scenes, charachers and add speech bubbles to create useful teaching resources for teachers and a wonderful to communicate ideas for students. If you can't find the character you are looking for, you can design your own using the character designing tool.
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MyWorld | A digital literacy tutorial for secondary students - 113 views
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MyWorld: A digital literacy tutorial for secondary students aims to teach students essential digital literacy skills through simulating their favourite online experiences. -
I was hoping this would be a free online tool but it's actually a licensed product. It still looks very promising though.
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The Default Major - Skating Through B-School - NYTimes.com - 41 views
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Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
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all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
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“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
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Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
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Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
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The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
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“We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
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“A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
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“It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
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This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
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concrete business skills tend to expire in five years or so as technology and organizations change.
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History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
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when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
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a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
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what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
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shared by trisha_poole on 29 Feb 12
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Using Reading Prompts to Encourage Critical Thinking | Faculty Focus - 118 views
www.facultyfocus.com/...to-encourage-critical-thinking
reading critical thinking eml511 english teachingresources resources tools education learning teaching&learning
shared by trisha_poole on 29 Feb 12
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Kate Pok liked it
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“Students can critically read in a variety of ways: When they raise vital questions and problems from the text, When they gather and assess relevant information and then offer plausible interpretations of that information, When they test their interpretations against previous knowledge or experience …, When they examine their assumptions and the implications of those assumptions, and When they use what they have read to communicate effectively with others or to develop potential solutions to complex problems.
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Interpretation of evidence
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Making connections
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Identification of problem or issue
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Challenging assumptions
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Making application
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shared by Lesley Grant on 29 Aug 11
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Teaching Ideas - Free lesson ideas, plans, activities and resources for use in the prim... - 71 views
www.teachingideas.co.uk
resources Teaching ideas lessonplans education reading authorstudy history science maths English
shared by Lesley Grant on 29 Aug 11
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How diplomas based on skill acquisition, not credits earned, could change education - T... - 15 views
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a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
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law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
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CompetencyWorks, a national organization t
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By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
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proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
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Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
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It wasn’t for lack of trying,” Bowen said. “It was a systems design problem.”
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offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
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at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
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Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
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Multiple-choice questions have virtually disappeared. Homework is checked, but not graded.
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students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
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We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
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get crystal clear about what we want students to know and be able to do and then how to measure it.”
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CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views
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Question: What are the goals set out on the political level? What does Gove want to achieve?
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lacks
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guardrails
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which makes transformational change
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ifficult
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In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
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nowhere in the UK do they really drive the terms under which schools are assessed.
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In England, the government has defined its approach as being based on curriculum rigour.
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This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
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best schools
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areas of high disadvantage
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define the outcome they need
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in the face of the complex and inconsistent demands the system places on them.
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Clear indication that the system as a whole is not supporting a generally accepted set of goals. Instead, the schools are trying to achieve a goal they see as important at worst while fighting the systemic demands.
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One such school leader told us they had taken a conscious decision with one group of young people to focus on five key subjects and some life skills, knowing that the accountability system would score them down for it, as it expected eight qualifications from all students at that time.
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Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
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It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
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shine the light on whether the system is truly addressing the needs of all students, rather than just the few required to meet a government target.
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Focus on raising the ambition and attainment for every child as far as their abilities permit
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guide young people effectively on their choice of enabling subjects…
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thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
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Have a school accountability and assessment framework that supports these goals rather than defining them.
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social literacy
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a range of core subjects
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ncluding critically maths, English, the sciences
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effective use and understanding of computer science.
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‘enabling subjects’
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humanities, languages, arts, technical and practically-based subjects
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equip a young person to move on
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o university, or to an apprenticeship or vocational qualification
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a set of behaviours and attitudes,
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An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
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‘employability skills’
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Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
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right context at school
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A supportive culture, pastoral care and the right ethos are all needed to make the difference.
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a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
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enable all of our young citizens to reach the desired standards.
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conflicting expectations placed on schools.
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renewed system should be able to judge performance against the goals based on more complex metrics.
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judgement
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on overall culture and ethos, teaching and governance
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group of data points, including testing but also outcomes data.
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Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
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beyond the merely academic, into the behaviours and attitudes schools should foster
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basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
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Ofsted
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asked to steward the delivery of these outcomes
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resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
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Annotating the Model Content Frameworks for ELA/Literacy by PARCC - 9 views
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shape the content within the modules in any way that suit their desired purposes
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re-order
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order in which the four modules may be used is not critical
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ocus and emphasis on the types of texts
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What changes
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is the
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analytic reading
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examining its meaning
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read and reread deliberately.
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understand the central ideas
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supporting details
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entails the careful gathering of observations
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overall understanding and judgment
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omparison and synthesis of ideas
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drawing on relevant prior knowledge
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suggests that educators select a minimum number of grade-level-appropriate short texts
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as well as one extended text
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in lower grades, chosen texts should include content from across the disciplines.
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upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines
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present their analyses in writing and speaking
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Listening and Speaking Tip: Class presentations with a rubric; allow class to complete rubric of their peers too and use video or text-to-speech based web 2.0 animation programs for shy students
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all students need access to a wide range of materials on a variety of topics and genres
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students improve both their reading comprehension and their writing skills when writing in response to texts.
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notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]
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hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.
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narrative story and narrative description
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creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies
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include writing under time constraints
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writing over multiple drafts
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generate writing pieces in response to teacher-provided prompts and to their own prompts
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For reading and writing in each module
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Understand and apply grammar:
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Cite evidence and analyze content
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Understand and apply vocabulary
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Conduct discussions and report findings:
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grades 3-5
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two standards progression charts for each grade level
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Writing
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peaking and Listening
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Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.
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suggests both the number and types
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Students
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offer one way of organizing the standards
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quarterly modules
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reflects the integrated nature
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four sections
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to express an opinion/make an argument or to inform/explain
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write
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citing evidence
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analyzing
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grammar
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vocabulary
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discussions
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reporting
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» Napster, Udacity, and the Academy Clay Shirky - 1 views
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An organization with cost disease can use lower paid workers, increase the number of consumers per worker, subsidize production, or increase price
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Cheap graduate students let a college lower the cost of teaching the sections while continuing to produce lectures as an artisanal product, from scratch, on site, real time
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We ask students to read the best works we can find, whoever produced them and where, but we only ask them to listen to the best lecture a local employee can produce that morning.
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Which is why I think amazing lectures and lecture-notes followed by in person discussion could be powerful. Like a reading group (aka english class) but for video.
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he very things the US News list of top colleges prizes—low average class size, ratio of staff to students—mean that any institution that tries to create a cost-effective education will move down the list.
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hese are where most students are, and their experience is what college education is mostly like.
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a good chunk of the four thousand institutions you haven’t heard of provide an expensive but mediocre education
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That’s because the fight over MOOCs is really about the story we tell ourselves about higher education: what it is, who it’s for, how it’s delivered, who delivers it.
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OOCs expand the audience for education to people ill-served or completely shut out from the current system, in the same way phonographs expanded the audience for symphonies to people who couldn’t get to a concert hall, and PCs expanded the users of computing power to people who didn’t work in big companies. Those earlier inventions systems started out markedly inferior to the high-cost alternative: records were scratchy, PCs were crashy. But first they got better, then they got better than that, and finally, they got so good, for so cheap, that they changed people’s sense of what was possible
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n the US, an undergraduate education used to be an option, one way to get into the middle class. Now it’s a hostage situation, required to avoid falling out of it.
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Open systems are open. For people used to dealing with institutions that go out of their way to hide their flaws, this makes these systems look terrible at first. But anyone who has watched a piece of open source software improve, or remembers the Britannica people throwing tantrums about Wikipedia, has seen how blistering public criticism makes open systems better.
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Question Cloud - Continuous Education Assessment for Differentiated Instruction - 119 views
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A very interesting assessment tool for English grammar and composition using knowledge analytics / artificial intelligence to plot skill development over time. Start up company looking for users to provide data.
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