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Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "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
Shelly Locke

Scare in the Square: Tracking the Failed Times Square Bomber - The Learning Network Blo... - 11 views

learning.blogs.nytimes.com/...the-failed-times-square-bomber

News New York Times lesson lesson plan lesson plans current issues

shared by Shelly Locke on 11 May 10 - Cached
  • Shelly Locke on 11 May 10
     
    New York Times Newspaper's Learning Network. Lesson Plans for real problems relating to current events.
Holly Barlaam

The Learning Network (NY Times) - 50 views

learning.blogs.nytimes.com/...lesson-plans

the learning network new york times teacher resources lesson plans

shared by Holly Barlaam on 16 Jan 11 - Cached
  • Holly Barlaam on 16 Jan 11
     
    Lesson plans from the New York times in many subject areas. They are really very good!
Shannon Smith

Need resources to assist in creating a 21st century learner training/ professional deve... - 133 views

Thank you! This is great information! James McKee wrote: > Shannon, > > I was recently referred to this video of Michael Wesch who teaches cultural anthropology at Kansas State University. He ...

professional development 21st century learners technology

started by Shannon Smith on 22 Nov 08 8 follow-ups, last by Shannon Smith on 04 Dec 08
Misha Miller

Using Groups Effectively: 10 Principles » Edurati Review - 50 views

eduratireview.com/...oups-effectively-10-principles

collaboration groups pedagogy

shared by Misha Miller on 20 May 13 - No Cached
  • Misha Miller on 20 May 13
     
    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
Deborah Baillesderr

Weekly News Quiz | April 21-27, 2015 - NYTimes.com - 39 views

learning.blogs.nytimes.com/...kly-news-quiz-april-21-27-2015

weekly news quiz nytimes com lesson plans challenges

shared by Deborah Baillesderr on 29 Apr 15 - No Cached
  • Deborah Baillesderr on 29 Apr 15
     
    The Learning Network - Teaching & Learning With The New York Times This site not only provides news, but also includes lesson plans, fun challenges, quizzes and more.
Candy Boyer

Tom Wolfe, Author and Satirist of America, Dies at 88 | Time - 4 views

time.com/...writer-tom-wolfe-dies-87

Obituaries Literature Biography author journalism

shared by Candy Boyer on 22 May 18 - No Cached
  • American maverick who insisted that the only way to tell a great story was to go out and report it.
  • journalism could offer the kinds of literary pleasure found in books.
  • Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master’s programs would kill the novel. “So the doors close and the walls go up!” he wrote in his 1989 literary manifesto, “Stalking the Billion-Footed Beast.” He was astonished that no author of his generation had written a sweeping, 19th century style novel about contemporary New York City, and ended up writing one himself, “The Bonfire of the Vanities.”
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  • “My contention is that status is on everybody’s mind all of the time, whether they’re conscious of it or not,”
  • “new journalism” combined the emotional impact of a novel, the analysis of the best essays, and the factual foundation of hard reporting. He mingled it all in an over-the-top style that made life itself seem like one spectacular headline.
  • pointed look at fund-raising for the Black Panther Party by Leonard Bernstein and other wealthy whites.
  • And no one more memorably captured the beauty-and-the-beast divide between the Beatles and the Rolling Stones: “The Beatles want to hold your hand,” he wrote, “but the Rolling Stones want to burn down your town!”
  • s a child, he did rewrites of the Authurian legends and penned biographies of his heroes.
  • unsuccessful pitching tryout with the New York Giants before
  • The Washington Post, where he won Washington Newspaper Guild awards in 1960 for his coverage of U.S.-Cuban affairs and a satiric account of that year’s Senate civil rights filibuster.
  • The next year, Wolfe was assigned to cover a “Hot Rod & Custom Car” show. He completed a story, the kind “any of the somnambulistic totem newspapers in America would have come up with.” But he knew there was a much richer, and longer story to tell, one about a thriving subculture that captured the post-World War II economic boom and the new freedom to “build monuments” to one’s own style. No newspaper could contain what Wolfe had in mind, so he turned to Esquire magazine, wrote up 49 pages and helped give birth to a new kind of reporter. “For the who-what-where-when-why of traditional journalism, he has substituted what he calls ‘the wowie!'” according to a 1965 Newsweek story.
  • “A Man in Full” turned Wolfe’s smirk to Atlanta society. His 2004 novel, “I Am Charlotte Simmons,” looked at life on a fictional elite college campus rife with drinking, status obsession and sex.
  • Candy Boyer on 22 May 18
     
    includes short VIDEO "Wolfe scorned the reluctance of American writers to confront social issues and warned that self-absorption and master's programs would kill the novel."
Al Tucker

Education 2011: A case study in seniority-and burn-out - Buffalo Spree - September 2011... - 74 views

www.buffalospree.com/...study-in-seniorityand-burn-out

education case study lost reforms

shared by Al Tucker on 13 Feb 12 - No Cached
  • The following year teachers are required to “map” curriculums, a long process with no apparent functional use. Teaching for Understanding and Cross Curriculum Literacy are two trendy new programs promoting the latest hot topic. Everyone reads Active Literacy before author Heidi Hayes Jacobs arrives amidst great fanfare to promote her comprehensive program, which administrators cherry-pick, then forget. By 2008 the latest buzz-phrase is Professional Learning Communities. The high school adopts this concept at considerable cost and strife. Three years later Principal Power moves on, and PLCs fizzle. With each new initiative Sara’s enthusiasm diminishes. She has twenty-two years of books, binders, and workshop folders stacked in a file drawer, representing hundreds of hours of abandoned work. Sara digs through the strata like a scientist noting geologic eras. She ponders the energy spent on each new program, technological advance, and philosophical shift, and decides the only way she’ll make it to retirement is to stop caring so much. President Obama introduces the Race to the Top Fund, and by 2010 New York has successfully secured its slice of the cash cow. Common Core Standards are developed in 2011, and a system is put into place to rate teachers based on student test scores. Epilogue In 2013 the anti-union movement hits NY State and teacher unions lose the right to collectively bargain. With the help of key Assembly members, New York Mayor Mike Bloomberg and Governor Andrew Cuomo push through legislation they had endorsed for years eliminating the time-honored practice of laying-off teachers by seniority—“last hired, first fired.” A new math teacher is hired at Sara’s school. Being young and unattached, Bob impresses the new principal, who sees to it that he is not assigned the “problem” kids. Sara remains a competent and dedicated teacher, but the fire is out. She is asked to mentor Bob, but feels no motivation to train the competition. Bob can’t help but notice that Sara shows little interest in the newest reform initiatives. In 2014 a math position is cut due to budget constraints. At half the pay, Bob is clearly the better choice. Sara is laid off, and at age fifty, with a son in college, she joins the unemployed.
  • Al Tucker on 13 Feb 12
     
    this article seems to chronicle the last fifteen years of my career - but the characters names are all different.
Bob Rowan

In 500 Billion Words, a New Window on Culture - NYTimes.com - 46 views

www.nytimes.com/...17words.html

search engine books Google DebR

shared by Bob Rowan on 03 Jan 11 - No Cached
  • Bob Rowan on 03 Jan 11
     
    New York Times article about Google search tool allowing users to search for words or phrases and see how often those words have been used over time; shared by Deb Rottinger
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
Ryan Folmer

The New York Times Kind of Misinterprets a Study About Tests and Learning - 64 views

www.good.is/...study-about-tests-and-learning

news

shared by Ryan Folmer on 23 Jan 11 - No Cached
  • Ryan Folmer on 23 Jan 11
     
    But, before the multiple choice, standardized testing crowd starts thumping their chests, it's important to note the kind of test the researchers administered. After reading the passage, students "wrote what they remembered in a free-form essay for 10 minutes. Then they reread the passage and took another retrieval practice test." So, to decipher the wonkitude, the students read a passage, wrote a reflection essay, reread the passage a second time, and then wrote another reflection essay.That's a far cry from bubbling in the letter "C" on a scantron form.
  • Ryan Folmer on 23 Jan 11
     
    A new study claims testing helps kids get smarter-except, the tests that make a difference aren't the ones you think.
Martha Hickson

Google Magazines - 121 views

books.google.com/...magazines

magazines google

shared by Martha Hickson on 15 Aug 12 - No Cached
  • Martha Hickson on 15 Aug 12
     
    List of magazines available via Google Books Idea: Ask students to compare Weekly World News to New York Times
D. S. Koelling

5 Myths About the 'Information Age' - The Chronicle Review - The Chronicle of Higher Ed... - 0 views

chronicle.com/...127105

education myths information age books

shared by D. S. Koelling on 20 Apr 11 - No Cached
  • 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain—"Super Thursday," last October 1—800 new works were published.
  • 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time.
  • 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less digitized. Most judicial decisions and legislation, both state and federal, have never appeared on the Web. The vast output of regulations and reports by public bodies remains largely inaccessible to the citizens it affects. Google estimates that 129,864,880 different books exist in the world, and it claims to have digitized 15 million of them—or about 12 percent.
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  • 4. "Libraries are obsolete." Everywhere in the country librarians report that they have never had so many patrons. At Harvard, our reading rooms are full. The 85 branch libraries of the New York Public Library system are crammed with people.
  • 5. "The future is digital." True enough, but misleading. In 10, 20, or 50 years, the information environment will be overwhelmingly digital, but the prevalence of electronic communication does not mean that printed material will cease to be important. Research in the relatively new discipline of book history has demonstrated that new modes of communication do not displace old ones, at least not in the short run.
  • I mention these misconceptions because I think they stand in the way of understanding shifts in the information environment. They make the changes appear too dramatic. They present things ahistorically and in sharp contrasts—before and after, either/or, black and white. A more nuanced view would reject the common notion that old books and e-books occupy opposite and antagonistic extremes on a technological spectrum. Old books and e-books should be thought of as allies, not enemies.
  • Last year the sale of e-books (digitized texts designed for hand-held readers) doubled, accounting for 10 percent of sales in the trade-book market. This year they are expected to reach 15 or even 20 percent. But there are indications that the sale of printed books has increased at the same time.
  • Many of us worry about a decline in deep, reflective, cover-to-cover reading. We deplore the shift to blogs, snippets, and tweets. In the case of research, we might concede that word searches have advantages, but we refuse to believe that they can lead to the kind of understanding that comes with the continuous study of an entire book. Is it true, however, that deep reading has declined, or even that it always prevailed?
  • Writing looks as bad as reading to those who see nothing but decline in the advent of the Internet. As one lament puts it: Books used to be written for the general reader; now they are written by the general reader. The Internet certainly has stimulated self-publishing, but why should that be deplored? Many writers with important things to say had not been able to break into print, and anyone who finds little value in their work can ignore it.
  • One could cite other examples of how the new technology is reinforcing old modes of communication rather than undermining them. I don't mean to minimize the difficulties faced by authors, publishers, and readers, but I believe that some historically informed reflection could dispel the misconceptions that prevent us from making the most of "the information age"—if we must call it that.
Larissa Wright-Elson

Teaching 'The Crucible' With The New York Times - NYTimes.com - 42 views

learning.blogs.nytimes.com/...ucible-with-the-new-york-times

shared by Larissa Wright-Elson on 29 Oct 12 - No Cached
    • Larissa Wright-Elson
      Larissa Wright-Elson on 29 Oct 12
       
      used for essay test
  • g so often the hardest thing? What is the true meaning of integrity?
  • opening to lukewarm, if not downright hostile, reviews, Arthur Miller’s play “The Crucible” continues to be mounted and taught worldwide because it speaks to universal fears of social isolation and the unknown – fears especially present in a rapidly changing world, not to mention in the topsy-turvy social order of school.
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  • What is “The Crucible” telling audiences now? How have fears about terrorism created modern-day “witches”? What is it about human nature that makes such hysteria possible? How and why does John Proctor embody the American tragic hero? What does it take to do the right thing? Why is doing the right thin
Michele Brown

The Lively Morgue - 2 views

livelymorgue.tumblr.com

photography NYTimes history

shared by Michele Brown on 05 Jun 12 - No Cached
  • Michele Brown on 05 Jun 12
     
    Historical photos from the New York Times.  Great for story starters or to begin a history lesson.
Margaret FalerSweany

Text to Text | 'The Giver' and 'The Dark Side of Young Adult Fiction' - NYTimes.com - 59 views

learning.blogs.nytimes.com/...rk-side-of-young-adult-fiction

The Giver Lois Lawry dystopian literature

shared by Margaret FalerSweany on 19 Sep 14 - No Cached
  • ideas for connecting it to a larger discussion about the popularity of dystopian literature, as well as options for going further
  • Key Questions: Why are dystopian novels so popular among young adults right now?
  • What can dystopian fiction show or teach us that, perhaps, other kinds of stories cannot
  • ...4 more annotations...
  • In this forum, seven experts discuss the questions, Why do bestselling young adult novels seem darker in theme now than in past years? What’s behind this dystopian trend, and why is there so much demand for it?
  • Connecting “The Giver” to Other Dystopian Literature
  • Censorship and the Novel
  • An Ending for “The Giver”
  • Margaret FalerSweany on 19 Sep 14
     
    New York Times discussion of why young adults read dystopian stories such as "The Giver." The Author talks about the book and a panel of 8 experts discuss dystopian literature. Exercises are provided that students can use when studying such stories and novels.
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
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