The rooms are part of a larger faculty development program intended to promote active learning techniques and cut down on lecturing
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The AWL Highlighter - 35 views
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shared by Randolph Hollingsworth on 24 Oct 10
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Mid-continent Research for Education and Learning - School Improvement Reform Report on... - 15 views
www.mcrel.org/...0887RR_Stupski_ped.pdf
professional development differentiated instruction role fluidity Stupski Foundation Education reform technology leadership
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Stupski Fndtn staff + McREL researchers ask 2 questions: (1) How can teachers adapt the principles of effective pedagogy to differentiate instruction and meet the needs of all learners in order to help Our Kids be challened, motivated, and successful? (2) How can teachers create structured, challenging, yet nurturing classroom environments to ensure that Our Kids are engaged and successful learners? KEY FINDINGS: adaptive and differentiated instruction (theory and methodologies) in culturally relevant classroom that allows for student "role fluidity" + teacher skill in finding gaps in knowledge/skills + motivating students through engaging projects and targeted instruction (academically rigorous and nurturing) PLUS fac devt must be supported by and inclusive of school leadership. a Design Collaborative might act on 5 options: (1) Support teachers to better utilize methods and theories of culturally relevant pedagogy and differentiated instruction, (2) Implement a pedagogical program based on the notion of "role fluidity" to give students a central voice in the classroom, (3) Use technology to engage students and enhance pedagogy, (4) Guide teachers in creating academically rigorous and positive classroom learning environments, (5) Implement pedagogical programs based on developing higher order thinking and subject-specific skills. Report by Kerry Englert, Helen Apthorp, Matthew Seebaum. Dated Oct 2009
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Inside the School Silicon Valley Thinks Will Save Education | WIRED - 10 views
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"AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
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'Interactive Learning Spaces' at the center of Ball State U.'s faculty development prog... - 29 views
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university is researching whether teaching at-risk students -- those withdrawing from or earning a D or F in a basic math course -- in the classrooms could improve academic outcomes and, eventually, graduation rates.
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How do we set ourselves apart? In our case, by the development of these interactive learning space classrooms, we are demonstrating to everyone that we are committed to the concept of faculty development.”
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Pavlechko described the two spaces as “intake classrooms” -- faculty members who work in the development program are required to teach in them for two semesters. By the end of this academic year, the classrooms will have hosted 68 faculty members representing 29 of the university’s 48 departments and more than 3,500 students.
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“We actually found a fairly moderate to strong correlation between what they think of these areas and if they think they have the ability to get a higher grade -- or their motivation to attend class and also their engagement in class,”
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The company has surveyed hundreds of students and faculty members at the universities it has worked with, and says it has found a statistically significant correlation between classroom configuration and student engagement. The survey doesn't include any academic results.
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researchers found at-risk students who took the course in classrooms that promoted active learning (which included some rooms other than the renovated ones) were 2.8 times more likely to succeed -- that is, to earn a grade higher than a D -- than students in traditional classrooms.
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“Perception-wise, students are telling us ‘I can do better when I’m in these spaces,’ ” Jones said. “Maybe that’s enough of a win?”
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ASU - Service Learning USL210 - 5 views
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COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES: Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views
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COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES: Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views
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Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
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Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
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They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
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For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
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Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
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Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford H... - 1 views
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Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
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ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
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chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
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in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
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egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
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Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
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Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
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s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
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The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
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The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
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little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
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however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
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Noam Chomsky on Democracy and Education in the 21st Century and Beyond - 32 views
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Everybody was a good student. The kids were just encouraged to do what they like to do and what was best, and there was a structure; there was a program. It's not you ran around doing anything you felt like. I skipped a grade, but I didn't pay any attention and no one else paid any attention. Just that I was the smallest kid in the class, but the idea that somebody is a good student; somebody is not a good student - it just never arose. There were tests, but they just gave information about what's going on. This is something we ought to be doing better. The kids weren't ranked; there were no grades. There's a lot of cooperative work and cooperative projects and they encouraged us. You know, study, challenging questions, and it was extremely successful. I remember everything very well. I went into the academic high school and it's kind of like a black hole. I was able to get all As and a scholarship to go into college. I might well not have gone, except for what I learned on my own.
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"Everybody was a good student. The kids were just encouraged to do what they like to do and what was best, and there was a structure; there was a program. It's not you ran around doing anything you felt like. I skipped a grade, but I didn't pay any attention and no one else paid any attention. Just that I was the smallest kid in the class, but the idea that somebody is a good student; somebody is not a good student - it just never arose. There were tests, but they just gave information about what's going on. This is something we ought to be doing better. The kids weren't ranked; there were no grades. There's a lot of cooperative work and cooperative projects and they encouraged us. You know, study, challenging questions, and it was extremely successful. I remember everything very well. I went into the academic high school and it's kind of like a black hole. I was able to get all As and a scholarship to go into college. I might well not have gone, except for what I learned on my own."
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E-Portfolios Link Academic Achievements to Career Success -- Campus Technology - 35 views
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Another area that's still hazy is the e-portfolio feedback system. As Pirie put it, "If I have no audience for what I'm doing, why should I care?" But the question is, who should do the reviewing and provide the feedback to the student — faculty members, the program adviser, somebody from the career services department or peers in the program?
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"We don't know what the right choice or mix of reviewers is," she conceded, "but we do know [e-portfolios] should be reviewed on a regular basis" to get specific feedback to the student around content, structure and overall usability.
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And there are questions around expanding the usage of e-portfolios within the online program. "Are we missing pieces?" asked Pirie. "What touchpoints are the most essential for the students throughout that three-year process?"
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the renewed focus on e-portfolios will help students reconnect with "their own purpose," Enders said. "That purpose is unique to them. It takes a lot of work and time to develop self-awareness about your strengths and passions and then understand why you're on this planet.
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shared by Randolph Hollingsworth on 21 Sep 12
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Career and Technical Education: Five Ways That Pay Along the Way to the B.A. - 1 views
www9.georgetown.edu/...CTE.FiveWays.FullReport.pdf
Career and Technical Education transfer transition transition to college college readiness
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New report from Center on Education and the Workforce, Georgetown University, September 2012, by Anthony P. Carnevale, Tamara Jayasundera, Andrew R. Hanson - Daniela Fairchild of the Thomas B. Fordham Institute writes in The Education Gadfly Weekly: "At 31 percent, the United States currently ranks second among OECD nations-behind Norway-for the percentage of its workforce with a four-year college education. That's the good news. The bad news is that we rank sixteenth for the percentage of our workforce with a sub-baccalaureate education (think: postsecondary and industry-based certificates, associate's degrees). Yet a swath of jobs in America calls for just that sort of preparation, which often begins in high school. Dubbed "middle jobs" in this report by the Center on Education and the Workforce, these employment opportunities pay at least $35,000 a year and are divided among white- and blue-collar work. Yet they are largely ignored in our era of "college for all." In two parts, this report delineates five major categories of career and technical education (CTE), then lists specific occupations that require this type of education. It's full of facts and figures and an excellent resource for those looking to expand rigorous CTE in the U.S. Most importantly, it presents this imperative: Collect data on students who emerge from these programs. By tracking their job placements and wage earnings, we can begin to rate CTE programs, shutter those that are ineffective, and scale up those that are successful. If CTE is ever to gain traction in the U.S.-and shed the stigma of being low-level voc-tech education for kids who can't quite make it academically-this will be a necessary first step."
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Competency-Based Education Programs versus Traditional Data Management (EDUCAUSE Review... - 23 views
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Education Week: Will We Ever Learn? - 37 views
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All students should master a verifiable set of skills, but not necessarily the same skills. Part of the reason high schools fail so many kids is that educators can’t get free of the notion that all students—regardless of their career aspirations—need the same basic preparation. States are piling on academic courses, removing the arts, and downplaying career and technical education to make way for a double portion of math. Meanwhile, career-focused programs, such as Wisconsin’s youth apprenticeships and well-designed career academies, are engaging students and raising their post-high-school earnings, especially among hard-to-reach, at-risk male students.
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Maintaining our one-size-fits-all approach will hurt many of the kids we are trying most to help. Maybe that approach, exemplified in the push for common standards, will simply lead to yet more unmet education goals. But it won’t reduce, and might increase, the already high rate at which students drop out of school, or graduate without the skills and social behaviors required for career success.
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Well-written commentary for anyone interested in the impact of Common Core Standards. "What's Wrong With the Common-Standards Project" "We need rigorous but basic academics, homing in on skills that will be used, and not short-shrifting the "soft skill" behaviors that lead to success in college and careers. The management guru Peter Drucker got it right: "The result of a school is a student who has learned something and puts it to work 10 years later."
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iowaonlinelearning - Teaching Standards - 27 views
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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shared by Cara Whitehead on 12 May 13
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Summer Program - 34 views
www.spellingcity.com/summer.html
spelling vocabulary vocabularyspellingcity SpellingCity online games
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shared by Matt Claxon on 09 Feb 15
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Moving beyond technology in designing online learning - 70 views
www.tonybates.ca/...y-in-designing-online-learning
effective teaching screencast designing online learning
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Some loved them, some hated them, and few were indifferent.
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At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).
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different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others
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Thus requiring the television program to be judged by the same assessment methods as for the classroom lecture unfairly measures the potential value of the TV program. In this example, it may be better to use both methods: didactic teaching to teach understanding, then a documentary approach to apply that understanding. (Note that a television program could do both, but the classroom lecture could not.)
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The use of different media also allows for more individualization and personalization of the learning, better suiting learners with different learning styles and needs.
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This of course is what we do with technology in education. We try either to incorporate new technology into old formats, as with clickers and lecture capture, or we try to create the classroom in virtual space, as we do with learning management systems. What we are still developing but not yet clearly recognizing are formats, symbols systems and organizational structures that exploit the unique characteristics of the Internet as a medium.
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Given the need to create and interpret meaning when using media, trying to use computers to replace or substitute for humans in the education process is likely to be a major mistake, at least until computers have much greater facility to recognize, understand and apply semantics, value systems, and organizational factors,
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it is equally a mistake to rely only on the symbol systems, cultural values and organizational structures of classroom teaching as the means of judging the effectiveness or appropriateness of the Internet as an educational medium.
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Discovering How to Learn Smarter | MindShift - 100 views
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Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
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News: The 'Prior Learning' Edge - Inside Higher Ed - 15 views
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An examination of the educational records of more than 62,000 adult undergraduates at 48 colleges finds that students who had sought and been awarded academic credit by their institutions for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit.
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“CAEL’s research confirms that prior-learning assessment can help adults move faster toward their associate’s and baccalaureate degrees. We need to see more institutions offering this option and more adults participating in it.”
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The concept of "prior learning assessment" is decades old, and it has grown to include multiple types of mechanisms for measuring knowledge and skills that students have accumulated through various types of formal and less formal formats, such corporate training, work experience, and independent study. The most common types of assessments include standardized exams developed by the College Board (the College Level Examination Program exams and Advanced Placement exams), the American Council of Education's guides for recognizing credit for instructional programs offered in the military and by employers, and institutional reviews of individualized student portfolios.
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credit awarded through prior learning assessments offers an opportunity to entice adults back to college with the prospect that they can build on learning they've already gained and reduce both the time and money they might have to expend to earn a credential.
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"Do PLA students have higher graduation rates because PLA enhances the self-esteem and motivation of students by showing them that they have already mastered college-level learning? Is it also because PLA students already possess characteristics that are associated with better academic outcomes? What institutional policies are influencing whether and how students are using (or not using) PLA, and whether or not this helps them achieve a shorter time to degree?"
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STEM101.org - 4 views
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The STEM Academy is a national non-profit status organization dedicated to improving STEM literacy for all students. We represent a recognized national next-generation high impact academic model. The practices, strategies, and programming are built upon a foundation of identified national best practices which are designed to improve under-represented minority and low-income student growth, close achievement gaps, decrease dropout rates, increase high school graduation rates and improve teacher and principal effectiveness.