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Steve Ransom

CUNY Adjusts Amid Tide of Remedial Students - NYTimes.com - 21 views

www.nytimes.com/...04remedial.html

shared by Steve Ransom on 04 Mar 11 - No Cached
  • “The course is really a refresher, but they aren’t ready for a refresher. They need to learn how to learn.”
    • Steve Ransom
      Steve Ransom on 04 Mar 11
       
      Learning how to learn... this is the real problem, isn' it? If K-12 is failing, this is it.
  • The knowledge gap at community colleges is increasingly being recognized as a national problem.
  • “Many, many community college presidents will say that math developmental education is the most difficult problem they’re facing,”
  • ...4 more annotations...
  • “There’s no question that the more remediation a student needs, the less likely they are ever to graduate.”
  • only about 25 percent of full-time students at the community colleges graduate within six years
  • “I embrace developmental education because it pivots lives,” Dr. Mellow said. “If students get an associate’s degree, they can become nurses, making $85,000 a year. If they don’t make it through that developmental class, they’ll barely make minimum wage.”
  • “For those who make it to the exit line, to see the beam on their faces is really incredible.”
Randolph Hollingsworth

The Code of Best Practices in Fair Use for Media Literacy Education - 60 views

www.centerforsocialmedia.org/...r-use-media-literacy-education

copyright fair use media educational technology

shared by Randolph Hollingsworth on 25 Oct 10 - Cached
  • when they occur within a restricted-access network, do enjoy certain copyright advantages
  • we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment
  • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • ...21 more annotations...
  • If the answers to these two questions are "yes," a court is likely to find a use fair
  • whether the use will cause excessive economic harm to the copyright owner
  • the purpose of copyright—to promote the advancement of knowledge through balancing the rights of owners and users.
  • In some cases, this will mean using a clip or excerpt; in other cases, the whole work is needed. Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • educators should provide reasonable protection against third-party access and downloads
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • Students should be able to understand and demonstrate, in a manner appropriate to their developmental level, how their use of a copyrighted work repurposes or transforms the original.
  • but cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity
  • material that is incorporated under fair use should be properly attributed wherever possible
  • attribution, in itself, does not convert an infringing use into a fair one.
  • If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine
  • there are no cut-and-dried rules (such as 10 percent of the work being quoted, or 400 words of text, or two bars of music, or 10 seconds of video).
  • Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both
  • Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • If educators or learners want to share their work only with a class (or another defined, closed group) they are in a favorable position
  • if work is going to be shared widely, it is good to be able to rely on transformativeness
  • courts have found that asking permission and then being rejected has actually enhanced fair use claims.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Randolph Hollingsworth on 08 Jun 12
     
    Good place to look for guidelines about use of media
Penny Roberts

Developmental Bibliotherapy in Young Adult Fiction: Why Teens need books now more than ... - 4 views

nationaleducationsummit.com.au/...developmental-bibliotherapy

developmental fiction teens books

shared by Penny Roberts on 25 Aug 19 - No Cached
  • Penny Roberts on 25 Aug 19
     
    How YA can be used by teens to help them navigate through the increasing complexity of their lives and to expand the range of their experiences.
Marc Patton

Association for Middle Level Education - AMLE - 0 views

www.amle.org

Teacher_Resources Teaching_Ideas Language_Arts

shared by Marc Patton on 29 Jun 12 - No Cached
  • Marc Patton on 29 Jun 12
     
    a voice for those committed to the educational and developmental needs of young adolescents. AMLE is the only national education association dedicated exclusively to those in the middle grades.
Steve Ransom

Course: Teenagers, Legal Risks and Social Networking Sites - 49 views

newmediaresearch.educ.monash.edu.au/...view.php

teenagers socialmedia socialnetworking report study statistics risk privacy education

shared by Steve Ransom on 21 Mar 11 - No Cached
  • Steve Ransom on 21 Mar 11
     
    Further evidence (as if we needed it) that all educators need to be addressing these issues in targeted and developmentally appropriate ways.
Frederick Williams

More to Most: Scaling Up Effective Community College Practices | Achieving the Dream - 8 views

www.achievingthedream.org/...ve_community_college_practices

shared by Frederick Williams on 27 Nov 13 - No Cached
  • Frederick Williams on 27 Nov 13
     
    Achieving the Dream always has good articles. Most of the them are related to developmental education, but there are some which are related to first generation students as well.
Randolph Hollingsworth

Gateway to College National Network - 2 views

www.gatewaytocollege.org/about.asp

dual credit accelerated program college dropouts underprepared

shared by Randolph Hollingsworth on 18 Mar 11 - No Cached
  • Randolph Hollingsworth on 18 Mar 11
     
    *Gateway to College helps high school dropouts (ages 16-21) and students on the verge of dropping out to earn a high school diploma while also earning college credits. *Project DEgree helps underprepared college students (ages 18-26) accelerate their progress through developmental education and on to transfer-level college courses.
Martin Burrett

Self-concepts of ability in maths and reading predict later attainment - 13 views

ukedchat.com/...self-concepts-ability

research maths math reading

shared by Martin Burrett on 20 Sep 17 - No Cached
  • Martin Burrett on 20 Sep 17
     
    "Educational and developmental psychologists have tried to understand how skills and motivation are linked to academic achievement. While research supports ties between individuals' concepts of their abilities and their achievement, we lack a complete picture of how these relations develop from childhood to adolescence. A new longitudinal study looked at how youths' self-concepts are linked to their actual academic achievement in maths and reading from middle childhood to adolescence. The study found that students' self-concepts of their abilities in these two academic domains play an important role in motivating their achievements over time and across levels of achievement."
Kathleen N

The Breakfast Club: Utilizing Popular Film to Teach Adolescent Development -- L. Kaye a... - 1 views

ap.psychiatryonline.org/...110

adolescents education development film

shared by Kathleen N on 25 Apr 09 - Cached
  • Kathleen N on 25 Apr 09
     
    In this article, we have described an approach to teaching adolescent development through the use of popular film. We focus on The Breakfast Club, an extraordinarily rich and contemporary film, and highlight some of the many developmental issues portrayed. Although identity-formation and the role of the peer group are central, myriad other discussions can be generated from this film. Residents and faculty have enjoyed this approach to teaching and learning. In a future article, we will discuss the use of other films, such as Boyz in the Hood and The Wonder Years, to teach about other aspects of adolescent development.
meghankelly492

The rise of creative youth development: Arts Education Policy Review: Vol 118, No 1 - 3 views

www.tandfonline.com/...10632913.2015.1064051

world Music

shared by meghankelly492 on 11 Aug 19 - No Cached
  • The article describes creative youth development in the larger contexts of arts education and of education reform.
  • Lastly, the article discusses policy, funding, and research needs and opportunities and provides questions for consideration.
  • Yet these two worlds largely exist apart, failing to address the reality that youth learn and grow—or fail to reach their potential—through influences and experiences in all spheres of their lives, including home, school, and the settings where they spend time outside of schoo
  • ...11 more annotations...
  • attention due to their high levels of youth engagement that contribute to substantial learning, enhanced critical thinking
  • such as heightened confidence and sense of agency
  • Decades of research findings link adolescent engagement, efficacy, and responsibility with opportunities for immersion and mastery, connection in a community of practice, embracing youth voice, and cultivating youth leadership with adolescent engagement, and non-school settings have emerged as crucial developmental and learning environments for youth
  • Throughout the United States, teen participants in CYD programs assert that the programs saved their lives, putting them on positive trajectories and away from gangs, drug use, crime, and ennui.
  • The creative process at the center of CYD programs contributes to profound personal growth for youth participants
  • And as they experience the creative process over an extended period, they learn that they can use it to express their own identities, understand and change the world around them, and connect to the greater human experience.”
  • community of practice of youth artists and their artist mentors, the paid, professional artists who comprise the full-time faculty. SAY Sí boasts a 100% rate of graduation and pursuit of higher education in a community with a 45% dropout rat
  • hese programs had a central belief in the ability of young people to achieve and grow artistically and personally through creative expression and skill building in the arts.
  • impact of arts-based youth programs in reducing risk factors and building protective factors in a study conducted in three American cities
  • She also catalogued characteristics of effective CYD programs, such as supporting risk within a safe space (
  • Teens develop intrinsic motivation as they immerse themselves and develop competence in a topic, connect with others who share this interest, and work with educators positioned as senior collaborators—
Randolph Hollingsworth

Improving Students' College Math Readiness: A Review of the Evidence - 37 views

educationnorthwest.org/...1446

college readiness mathematics bridge programs dual credit programs remediation developmental education

shared by Randolph Hollingsworth on 24 Feb 14 - No Cached
  • Randolph Hollingsworth on 24 Feb 14
     
    by Michell Hodara, October 2013 (Education Northwest, part of an initiative out of the Community College Research Center)
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx

teaching text complexity literacy

shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • maintaining understanding across a text.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • 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)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • 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
Roland Gesthuizen

Is the Internet hurting children? - CNN.com - 61 views

edition.cnn.com/...index.html

children cybersafety digitalcitizenship facebook twitter socialnetworking privacy

shared by Roland Gesthuizen on 03 Jun 12 - No Cached
  • The explosive growth of social media, smartphones and digital devices is transforming our kids' lives, in school and at home. Research tells us that even the youngest of our children are migrating online, using tablets and smartphones, downloading apps.
  • All adults know that the teen years are a critical time for identity exploration and experimentation. Yet this important developmental phase can be dramatically twisted when that identity experimentation, however personal and private, appears permanently on one's digital record for all to see.
  • Howard Gardner, a professor and researcher at the Harvard Graduate School of Education who developed the concept of multiple intelligences, calls kids' use of digital media and technology "epochal change." He compares the revolution in digital media to the invention of the printing press because of its extraordinary impact on the way we communicate, share information and interact with one another. As a society, we have no choice but to engage with this new reality and work to ensure that it affects our kids in healthy, responsible ways.
  • Roland Gesthuizen on 03 Jun 12
     
    'Amid the buzz over the Facebook IPO, the ever-evolving theories about how Twitter is reshaping our communications and speculation about where the next social media-enabled protest or revolution will occur, there is an important question we've largely ignored. What are the real effects of all this on the huge segment of the population most affected by social media themselves: our children and our teens?'
robert morris

Education Theory/Constructivism and Social Constructivism - UCD - CTAG - 56 views

www.ucdoer.ie/...vism_and_Social_Constructivism

shared by robert morris on 08 Dec 14 - No Cached
  • Deep roots classical antiquity. Socrates, in dialogue with his followers, asked directed questions that led his students to realize for themselves the weaknesses in their thinking.
    • Manuel Condoleon
      Manuel Condoleon on 08 Dec 14
       
      Good link to Socrates
    • robert morris
      robert morris on 08 Dec 14
       
      I think this is the essence of teaching and learning - asking questions, for nothing is really true.
  • Emphasis is on the collaborative nature of learning and the importance of cultural and social context.
    • robert morris
      robert morris on 08 Dec 14
       
      I agree - context, and culture play a very important role. And this might change from corner to corner, it can change quickly, neighbours etc
  • Believed that constructivists such as Piaget had overlooked the essentially social nature of language and consequently failed to understand that learning is a collaborative process.
  • ...25 more annotations...
  • Constructivist learning environments provide multiple representations of reality
  • Multiple representations avoid oversimplification and represent the complexity of the real world
  • Constructivist learning environments emphasize authentic tasks in a meaningful context rather than abstract instruction out of context.
  • Constructivist learning environments provide learning environments such as real-world settings or case-based learnin
  • Constructivist learning environments encourage thoughtful reflection on experience.
  • Constructivist learning environments support "collaborative construction of knowledge through social negotiation, not competition among learners for recognition.
  • Jonassen (1994)
  • There is no absolute knowledge, just our interpretation of it. The acquisition of knowledge therefore requires the individual to consider the information and - based on their past experiences, personal views, and cultural background - construct an interpretation of the information that is being presented to them.
  • Teaching styles based on this approach therefore mark a conscious effort to move from these ‘traditional, objectivist models didactic, memory-oriented transmission models’ (Cannella & Reiff, 1994) to a more student-centred approach.
  • Students ‘construct’ their own meaning by building on their previous knowledge and experience. New ideas and experiences are matched against existing knowledge, and the learner constructs new or adapted rules to make sense of the world
  • John Dewey (1933/1998) is often cited as the philosophical founder of this approach
  • while Vygotsky (1978) is the major theorist among the social constructivists.
  • Bruner (1990) and Piaget (1972) are considered the chief theorists among the cogn
  • Dewey
  • Piaget
  • John Dewey rejected the notion that schools should focus on repetitive, rote memorization & proposed a method of "directed living" – students would engage in real-world, practical workshops in which they would demonstrate their knowledge through creativity and collaboration
  • Piaget rejected the idea that learning was the passive assimilation of given knowledge. Instead, he proposed that learning is a dynamic process comprising successive stages of adaption to reality during which learners actively construct knowledge by creating and testing their own theories of the world.
  • A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This is actually confusing a theory of pedagogy (teaching) with a theory of knowing. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge.
  • social interaction lay at the root of good learning.
  • Bruner builds on the Socratic tradition of learning through dialogue, encouraging the learner to come to enlighten themselves through reflection
  • Careful curriculum design is essential so that one area builds upon the other. Learning must therefore be a process of discovery where learners build their own knowledge, with the active dialogue of teachers, building on their existing knowledge.
  • Social constructivism was developed by Vygotsky. He rejected the assumption made by Piaget that it was possible to separate learning from its social context.
    • robert morris
      robert morris on 08 Dec 14
       
      On Vgotsky`s side here - I don`t think you can forget the role of "social learning", peer to peer learning and the role of social interaction.
  • The basic tenet of constructivism is that students learn by doing rather than observing.
  • By the 1980s the research of Dewey and Vygotsky had blended with Piaget's work in developmental psychology into the broad approach of constructivism
  • 1. Discovery Learning (Bruner) In discovery learning, the student is placed in problem solving situations where they are required to draw on past experiences and existing knowledge to discover facts, relationships, and new information. Students are more likely to retain knowledge attained by engaging real-world and contextualised problem-solving than by traditional transmission methods. Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, and incidental learning.
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