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Tara Heath

Hate Speech and Hate Crime | Advocacy, Legislation & Issues - 3 views

www.ala.org/...hate

civil civil rights

shared by Tara Heath on 28 Feb 23 - No Cached
  • There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a “criminal offense against a person or property motivated in whole or in part by an offender’s bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity,” including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech or conduct; it is specific criminal behavior that ranges from property crimes like vandalism and arson to acts of intimidation, assault, and murder.  Victims of hate crimes can include institutions, religious organizations and government entities as well as individuals.
  • Tara Heath on 28 Feb 23
     
    "Hate Speech There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a "criminal offense against a person or property motivated in whole or in part by an offender's bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity," including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech
Steven Szalaj

Raise the bar with national exam for teachers - chicagotribune.com - 53 views

www.chicagotribune.com/...29-bd-20121229,0,7069731.story

Education Certification Union

shared by Steven Szalaj on 30 Dec 12 - No Cached
  • Steven Szalaj on 30 Dec 12
     
    Editorial about a recommendation by the AFT Pres to develop a professional certification for teachers.  It's about time...
  • ...2 more comments...
  • Michelle Kassorla on 30 Dec 12
     
    About time for what? For standardized tests to ruin the teaching profession like it has ruined our kids? For the government to control, from the top down, what education departments teach their students? Looks like a HUGE power grab and a very bad way for a Union, who professes to stand against standardized tests to act! Shame on them! Go to Fairtest.org to find out more about the scam of standardized testing. If you think a standardized test can improve education, you must also think you can fatten a calf by weighing it!
  • Mark Smith on 30 Dec 12
     
    Michelle is right. More standardized testing is not the answer for anything, least of all teacher certification. Come on, Steven .. use your critical thinking skills. Don't encourage the bean counters and bureaucrats who are so enamored of things that can be measured and filed into neat categories. The most valuable things cannot be measured in any "objective" way. To focus on what's measurable is to focus on what's shallow.
  • Steven Szalaj on 31 Dec 12
     
    Mark & Michelle, thank you for your comments. When I posted this I knew the words "standardized test" would be a flashpoint. It is for me too. With nearly 40 years in the classroom, teaching a creative art (music) to all different levels (kindergarten through college and well beyond), I have often railed against reducing any education, any student, to a number. Very little in what I have taught can be measured with a pencil-and-paper test. What I see here is different than this. It is the union that she is saying should be the "gate-keeper" to our profession, rather than some generic government standard test. Yes, tests would be a part of the certification, but from what I read, so would much more, including actual classroom work. The certification would be similar to the AMA for physicians or the Bar for attorneys. These are certifications designed and administered by the profession - not the government - and validate a candidate's readiness to practice. Yes, I too am strongly against the government, or any organization outside of our profession, to certify, to validate, a teacher's ability to do the job. But we have to admit there is a problem with teacher certification and validation. There are people who simply should not be in the classroom (haven't we all seen them?). It is very difficult to remove folks who are dragging the respect for our profession down. Yes, there is remediation. Yes, it should be a difficult process to remove someone in order to protect against administrative abuses. But what is talked about here is the profession policing itself - something that the teacher's unions, in general, have steadfastly refused to do. What the AFT Pres is suggesting is that the best thing we can do to raise the status of teaching as a profession is to take action ourselves to make it happen. Really, if we in the profession do not do this, then it will be imposed from those outside who do not know what we do, how we do it and why we do it.
  • Michelle Kassorla on 31 Dec 12
     
    You are still talking about a standardized test. Let's face it--doctors have to have specific knowledge to do their job. Whether or not they are creative or engaging is not as important as their knowledge base. The same with lawyers--knowledge of the law is essential, and everything else is secondary. However, in teaching, although educational theory and knowledge of their subject area is important (and already tested, by the way) the most essential aspect of teaching is how you can creatively engage students, interact with parents and peers, and stay organized and motivated. These things CAN'T BE TESTED. Right now, teachers already go through extensive training, evaluation, and continuing education. Do you REALLY think that a standardized test will really improve teaching? I know a lot of university professors who can easily pass a test, but few of them can teach worth beans.
Mrs. Lail2

Why we need to read - 33 views

magazine.theweek.com/...index.html

shared by Mrs. Lail2 on 30 Apr 17 - No Cached
  • Mrs. Lail2 on 30 Apr 17
     
    Books remain one of the strongest bulwarks we have against tyranny-but only as long as people are free to read all different kinds of books, and only as long as they actually do so. The right to read whatever you want whenever you want is one of the fundamental rights that helps preserve all the other rights. It's a right we need to guard with unwavering diligence. But it's also a right we can guard with pleasure. Reading isn't just a strike against narrowness, mind control, and domination: It's one of the world's great joys.
Jennie Snyder

Creativity is rejected: Teachers and bosses don't value out-of-the-box thinking. - 47 views

www.slate.com/...e_out_of_the_box_thinking.html

creativity thinking innovation

shared by Jennie Snyder on 08 Dec 13 - No Cached
  • This is the thing about creativity that is rarely acknowledged: Most people don’t actually like it. Studies confirm what many creative people have suspected all along: People are biased against creative thinking, despite all of their insistence otherwise.
  • Staw says most people are risk-averse. He refers to them as satisfiers.
  • Satisfiers avoid stirring things up, even if it means forsaking the truth or rejecting a good idea.
  • ...8 more annotations...
  • Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid. People’s partiality toward certainty biases them against creative ideas and can interfere with their ability to even recognize creative ideas.
  • Unfortunately, the place where our first creative ideas go to die is the place that should be most open to them—school. Studies show that teachers overwhelmingly discriminate against creative students, favoring their satisfier classmates who more readily follow directions and do what they’re told.
  • It’s ironic that even as children are taught the accomplishments of the world’s most innovative minds, their own creativity is being squelched.
  • All of this negativity isn’t easy to digest, and social rejection can be painful in some of the same ways physical pain hurts. But there is a glimmer of hope in all of this rejection. A Cornell study makes the case that social rejection is not actually bad for the creative process—and can even facilitate it.
  • Truly creative ideas take a very long time to be accepted. The better the idea, the longer it might take.
  • Most people agree that what distinguishes those who become famously creative is their resilience. While creativity at times is very rewarding, it is not about happiness. Staw says a successful creative person is someone “who can survive conformity pressures and be impervious to social pressure.”
  • To live creatively is a choice.
  • You have to let go of satisfying people, often even yourself.
  • Jennie Snyder on 08 Dec 13
     
    We say we like creativity, but we really don't. Thoughtful post on the resistance to creative thinking.
Roland Gesthuizen

Polished Man | End Child Abuse & Violence Against Children - 9 views

www.polishedman.com.au

charity domesticviolence children homepage

shared by Roland Gesthuizen on 08 Sep 14 - No Cached
  • Roland Gesthuizen on 08 Sep 14
     
    "Polished Man challenges men to wear nail polish and fundraise towards prevention programs to address violence against children."
Matt Renwick

Rage Against the Common Core - NYTimes.com - 22 views

www.nytimes.com/...e-against-the-common-core.html

commoncore nytimes

shared by Matt Renwick on 01 Jan 15 - No Cached
Sheri Edwards liked it
  • Race to the Top program to encourage states
  • misconception that standards and testing are identical has become widespread
  • Many teachers like the standards, because they invite creativity in the classroom — instead of memorization, the Common Core emphasizes critical thinking and problem-solving.
  • ...5 more annotations...
  • unreliable and biased against those who teach both low- and high-achieving students.
  • 76 percent of teachers favored nationwide academic standards
  • Obama administration has only itself to blame
  • emphasized high-stakes “accountability” and market-driven reforms
  • link talented teachers with engaged students and a challenging curriculum
Martin Burrett

Sumdog - Free maths games - 85 views

www.sumdog.com

numeracy maths game collaborate collaboration

shared by Martin Burrett on 28 Jun 11 - Cached
    • Nancy Schmidt
      Nancy Schmidt on 28 Jun 11
       
      This site is free for teachers, who can create accounts for their students. Games are engaging and very interesting to compete live against students from all over the world!
  • N Carroll on 29 Jun 11
     
    My students LOVED this site!
  • Martin Burrett on 01 Jul 11
     
    A great site for learning maths with competitive flash games against the computer, the class or the world. Signing up is quick, ease and free. I've just signed up over 200 children in 15 minutes! A must have for Primary Schools. http://ictmagic.wikispaces.com/Maths
Derrick Grose

Ballads Not Bullets - 8 views

clatoolbox.ca/...331media.html

poverty food nutrition banks music Tom Jackson Marie Clements NFB documentaries documentary film media

shared by Derrick Grose on 02 Feb 15 - No Cached
  • Derrick Grose on 02 Feb 15
     
    School Libraries in Canada provides links to free documentaries on food-related topics with a particular focus on "Ballads Not Bullets" which focuses on how First Nations singer and actor Tom Jackson escaped from the streets to use his music to fight against poverty and homelessness; the film demonstrates the importance of using personal talents and skills to give back to society.
  • Derrick Grose on 02 Feb 15
     
    School Libraries in Canada provides links to free documentaries on food-related topics with a particular focus on "Ballads Not Bullets" which focuses on how First Nations singer and actor Tom Jackson escaped from the streets to use his music to fight against poverty and homelessness; the film demonstrates the importance of using personal talents and skills to give back to society.
meghankelly492

Project MUSE - Learning from Masters of Music Creativity: Shaping Compositional Experie... - 7 views

muse.jhu.edu/224140

world Music

shared by meghankelly492 on 22 Jul 19 - No Cached
  • n contrast to others who are not as prone to divulge their feelings about their creative process
  • "Variation in style may have historical explanation but [End Page 94] no philosophical justification, for philosophy cannot discriminate between style and style."3
  • The testimonies of the composers concerned bear on questions about (a) the role of the conscious and the unconscious in music creativity, (b) how the compositional process gets started, and (c) how the compositional process moves forward
  • ...39 more annotations...
  • It is hoped that the themes that emerge by setting twentieth and twenty-first century professional composers' accounts of certain compositional experiences or phases of their creative processes against one another will provide a philosophical framework for teaching composition.
  • Furthermore, the knowledge of how professional composers compose offers the potential of finding the missing link in music education; that is, the writing of music by students within the school curriculum
  • Such involvement may deepen their understanding of musical relationships and how one articulates feelings through sounds beyond rudimentary improvisational and creative activities currently available
  • raw philosophical implications for music composition in schools from recognized composers' voices about their individual composing realities
  • It is hoped that the direct access to these composers' thoughts about the subjective experience of composing Western art music in the second half of the twentieth and the beginning of the twenty-first century may also promote the image of a fragmented culture whose ghettoization in music education is a serious impediment to the development of a comprehensive aesthetic education.
  • n other words, there is a striking unanimity among composers that the role of the unconscious is vital in order to start and/or to complete a work to their own satisfaction.
  • I need . . . to become involved, to come into a state where I do something without knowing why I do i
  • This is a complex problem and difficult to explain: all that one can say is that the unconscious plays an incalculable rol
  • Nonetheless, these self-observations about the complementary roles of the unconscious and conscious aspects of musical creativity do not cover the wide range of claims in psychological research on creativity
  • I strongly believe that, if we cannot explain this process, then we must acknowledge it as a mystery.25 Mysteries are not solved by encouraging us not to declare them to be mysteries
  • When Ligeti was commissioned to write a companion piece for Brahms' Horn Trio, he declared, "When the sound of an instrument or a group of instruments or the human voice finds an echo in me, in the musical idea within me, then I can sit down and compose. [O]therwise I canno
  • Extra-musical images may also provide the composer with ideas and material and contribute to musical creativity.
  • ome composers need to have something for it to react against.38 Xenakis, however, asserted that "all truly creative people escape this foolish side of work, the exaltation of sentiments. They are to be discarded like the fat surrounding meat before it is cooked."
  • as, as these examples show, dreams can also solve certain problems of the creative process.
  • In other words, to compose does not mean to merely carry out an initial idea. The composer reserves the right to change his or her mind after the conception of an idea.
  • n sum, self-imposed restrictions or "boundary conditions"55 seem to provide composers with a kind of pretext to choose from an otherwise chaotic multitude of compositional possibilities that, however, gradually disappears and gets absorbed into the process of composition which is characterized by the composers' aesthetic perceptions and choices.
  • Therefore, it is not surprising that influences from the musical world in which the composer lives play an important role in the creative process
  • Thereby the past is seen as being comprised by a static system of rules and techniques that needs to be innovated and emancipated during the composers' search for their own musical identity.
  • I strongly suggest that we play down basics like who influenced whom, and instead study the way the influence is transformed; in other words: how the artist made it his own.
  • Nothing I found was based on the "masterpiece," on the closed cycle, on passive contemplation or narrowly aesthetic pleasure.61
  • Furthermore, for some composers the musical influence can emerge from the development of computer technology.
  • In sum, the compositional process proceeds in a kind of personal and social tension. In many cases, composers are faced with the tensive conflict between staying with tradition and breaking new ground at each step in the process. Thus, one might conclude that the creative process springs from a systematic viewpoint determined by a number of choices in which certain beliefs, ideas, and influences—by no means isolated from the rest of the composer's life—play a dominant role in the search for new possibilities of expression.
  • If a general educational approach is to emerge from the alloy of composers' experiences of their music creativity, it rests on the realization that the creative process involves a diversity of idiosyncratic conscious and unconscious traits.
  • After all, the creative process is an elusive cultural activity with no recipes for making it happen.
  • n this light, the common thread of composers' idiosyncratic concerns and practices that captures the overall aura of their music creativity pertains to (a) the intangibility of the unconscious throughout the compositional process,68 (b) the development of musical individuality,69 and (c) the desire to transgress existing rules and codes, due to their personal and social conflict between tradition and innovation.70
  • In turn, by making student composers in different classroom settings grasp the essence of influential professional composers' creative concerns, even if they do not intend to become professional composers, we can help them immerse in learning experiences that respect the mysteries of their intuitions, liberate their own practices of critical thinking in music, and dare to create innovative music that expresses against-the-prevailing-grain musical beliefs and ideas.
  • Therefore, it is critical that the music teacher be seen as the facilitator of students' compositional processes helping students explore and continuously discover their own creative personalities and, thus, empowering their personal involvement with music. Any creative work needs individual attention and encouragement for each vision and personal experience are different.
  • After all, the quality of mystery is a common theme in nearly every composer's accoun
  • Failing this, musical creativity remains a predictable academic exercise
  • Music teachers need to possess the generosity to refuse to deny student composers the freedom to reflect their own insights back to them and, in turn, influence the teachers' musical reality
  • Indeed, it is important that music teachers try to establish students gradually as original, independent personalities who try to internalize sounds and, thus, unite themselves with their environment in a continuous creative process.
  • Music teachers, therefore, wishing student composers to express and exercise all their ideas, should grant them ample time to work on their compositions,
  • n sum, music knowledge or techniques and the activation of the student composers' desire for discovery and innovation should evolve together through balanced stimulation.
  • While music creativity has been a component of music education research for decades, some of the themes arising from professional composers' experiences of their creativity, such as the significance of the unconscious, the apprehension towards discovering ones' own musical language, or the personal and social tension between tradition and innovation, among others, have not been adequately recognized in the literature of music education
  • By doing this, I strongly believe that musical creativity in general and composing in particular run the risk of becoming a predictable academic exercise
  • which merely demands problem-solving skills on the part of the student composers (or alleged "critical thinkers").
  • . On the other hand, only few music educators appear to draw their composer students' attention to the importance of the personal and social conflict between staying within a tradition or code, even if it is the Western popular music tradition, and breaking new ground at each step in the creative process and, possibly, shaping new traditions or codes.
  • Culture is a precious human undertaking, and the host of musics, arts, languages, religions, myths, and rituals that comprise it need to be carefully transmitted to the young and transformed in the process."85
  • Nevertheless, further research is needed in which women's voices can be heard that may offer an emancipatory perspective for the instruction of composition in education which will "challenge the political domination of men."
Donal O' Mahony

My last post reviewed…(BYOD/T)…. | eLearning Island - 3 views

donalomahony.edublogs.org/...byo-device-technology

BYOD BYOT

shared by Donal O' Mahony on 26 Sep 12 - No Cached
  • Donal O' Mahony on 26 Sep 12
     
    I was somewhat taken aback by the interest in my last blog posting entitled "The first ever BYOD (not BYOT) class I taught…" I have now analyzed it against a piece by Earnie Kramer called "Thinking about embracing Bring Your Own Device in your school?"
Florence Dujardin

Looking to the future: M-learning with the iPad - 1 views

researchcommons.waikato.ac.nz/...5050

education iPad evaluation

shared by Florence Dujardin on 09 Nov 12 - No Cached
  • Florence Dujardin on 09 Nov 12
     
    Might Apple's new iPad gain unprecedented traction in education, or is just another example of the over-hyping of new devices in a time of technological determinism (Postman, 2000)? This paper explores the potential affordances and limitations of the Apple iPad in the wider context of emergent mobile learning theory, and the social and economic drivers that fuel technology development. Against the background of effective teaching and learning, the functionality offered by the iPad, and its potential uses for learning, are discussed. A critical review of the way the iPad may support learning, that draws on learning theory, contemporary articles and e-learning literature, suggests that the device may offer an exciting platform for consuming and creating content in a collaborative, interactive way. However, of greater importance is that effective, evidence-driven, innovative practices, combined with a clear-sighted assessment of the advantages and limitations of any product, should take priority over the device itself.
Sirkku Nikamaa-Linder

CBI: Change is possible - but we must be clearer about what we ask schools to develop i... - 1 views

www.cbi.org.uk/...change-is-possible

CBI Education campaigns

shared by Sirkku Nikamaa-Linder on 22 Nov 12 - No Cached
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      Question: What are the goals set out on the political level? What does Gove want to achieve?
  • lacks
  • guardrails
  • ...46 more annotations...
  • which makes transformational change
  • ifficult
  • In Finland, the goals of education are explicitly linked to competitiveness, research and innovation.
  • nowhere in the UK do they really drive the terms under which schools are assessed.
  • In England, the government has defined its approach as being based on curriculum rigour.
  • This lack of a comprehensive statement of the achievement we are looking for schools to deliver is a key failing.
  • best schools
  • areas of high disadvantage
  • define the outcome they need
  • in the face of the complex and inconsistent demands the system places on them.
    • Sirkku Nikamaa-Linder
      Sirkku Nikamaa-Linder on 22 Nov 12
       
      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.
  • 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.
  • Our system should reward schools making brave decisions which focus on boosting long-term outcomes for pupils, not punish them.
  • It should be able to survive changes of government and provide the test against which policy changes and school actions are judged
  • 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.
  • Focus on raising the ambition and attainment for every child as far as their abilities permit
  • guide young people effectively on their choice of enabling subjects…
  • thos and culture that build the social skills also essential to progress in life and work, and allow them time to focus on this
  • Have a school accountability and assessment framework that supports these goals rather than defining them.
  • social literacy
  • a range of core subjects
  • ncluding critically maths, English, the sciences
  • effective use and understanding of computer science.
  • ‘enabling subjects’
  • humanities, languages, arts, technical and practically-based subjects
  • equip a young person to move on
  • o university, or to an apprenticeship or vocational qualification
  • a set of behaviours and attitudes,
  • An exclusive focus on subjects for study would fail to equip young people with these, though rigour in the curriculum does help
  • ‘employability skills’
  • Behaviours can only be developed over time, through the entire path of a young person’s life and their progress through the school system.
  • right context at school
  • A supportive culture, pastoral care and the right ethos are all needed to make the difference.
  • a long tail of pupils failing to achieve the desired outcomes can no longer be accepted.
  • enable all of our young citizens to reach the desired standards.
  • conflicting expectations placed on schools.
  • renewed system should be able to judge performance against the goals based on more complex metrics.
  • judgement
  • on overall culture and ethos, teaching and governance
  • group of data points, including testing but also outcomes data.
  • Development of a clear, widely-owned and stable statement of the outcome that all schools are asked to deliver.
  • beyond the merely academic, into the behaviours and attitudes schools should foster
  • basis on which we judge all new policy ideas, schools, and the structures we set up to monitor them
  • Ofsted
  • asked to steward the delivery of these outcomes
  • resourcing these bodies to develop an approach based on a wider range of measures and assessments than are currently in use,
Donal O' Mahony

The Dark Side of Numbers… | eLearning Island - 31 views

donalomahony.edublogs.org/...the-dark-side-of-numbers

data

shared by Donal O' Mahony on 10 Mar 13 - No Cached
  • Donal O' Mahony on 10 Mar 13
     
    Some thoughts I have on data and the implications about how it might be used against us or the students we teach. This is not a negative piece - it is simply awareness-raising!
David Hochheiser

Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views

www.theatlantic.com/...274362

tracking atlantic

shared by David Hochheiser on 30 Mar 13 - No Cached
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Terribly generalized.  
  • treated accordingly.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Mistreated accordingly.
  • ...22 more annotations...
  • Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
  • public schools have done away with "tracking"
  • deemed low achievers or of low cognitive ability?
  • Jonathan Kozol brought accusations against a system they found racist and sadistic.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      He condemns a lot more than the eduction system.  His approach to reform is much more like Finland's, holistic.
  • to restore equity to
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      As if it ever existed?!
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      This is an essential issue.  Are we doing it well?
  • Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      I never knew that equality had such a nasty undertone to it.
  • -- a practice viewed by many in the education establishment as synonymous with tracking
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      It is "tracking." I'm not sure what his point is here.
  • Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Again, a nasty generalization.  Not only that, but the following practices he cites aren't products of heterogeneous grouping.  
  • In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Now he's just not making sense.
  • Dallas Independent School District
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Ed research from Texas??  They want to teach evolution in science classes.
  • The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Is this a for or against grouping statement?
  • this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Practices do not support this assertion.  Upward trajectory is very limited.
  • David Hochheiser on 30 Mar 13
     
    "Mark Bowden on Being in the Slow Kids' Class"
Martin Burrett

Nitro Type | Competitive Typing Game - 112 views

www.nitrotype.com

typing keyboard games

shared by Martin Burrett on 20 Dec 12 - No Cached
  • Martin Burrett on 20 Dec 12
     
    This is a fast, action packed typing game where you can race your car against other typists in real time online. Use your WPM to increase your MPH! Earn cash to buy upgrades. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Roland Gesthuizen

Mixed Messages And Simple Truths « Graham Wegner - Open Educator - 17 views

gwegner.edublogs.org/...xed-messages-and-simple-truths

education research facts blog

shared by Roland Gesthuizen on 27 Oct 12 - No Cached
  • it is interesting how connecting to lots of non-edugurus has helped me spot the mixed messages and view this dispensed wisdom through a more critical (some might say cynical) lense
  • We, as educators, are so conditioned to the notion that our knowledge isn’t expert enough, that our day to day experiences aren’t enough to grasp the bigger picture that we concede the higher factual ground to those on the stage or behind the podium.
  • Confront the mixed messages, don’t take the word of any guru as gospel, and look for the truths that emerge as you do so
  • Roland Gesthuizen on 27 Oct 12
     
    "Over time, we as educators have become used to listening to and reading from gurus with simple truths. So many of us feel that we are well below the expertise of these edugurus (and I don't mean to single out the examples above as being the only ones going around) so we pack into venues, feverishly copying dot points from slideshows, handing over cash to buy the book and match up the dispensed wisdom against our own learning, our own classrooms and schools to see if we are headed in the prescribed direction"
Martin Burrett

Skoolbo - 208 views

skoolbo.com

math literacy games 3D download

shared by Martin Burrett on 06 Jan 13 - No Cached
  • Martin Burrett on 06 Jan 13
     
    This is a must try site which provides an amazing 3D world which teaches English and maths core skills. Players race against two other randomly chosen online players of a similar level. The questions start out very easy and adapt to the performance of the player. The questions are read out and some are displayed on the screen. The player just clicks on the correct multiple choice answer to increase their speed. There is a download for PCs and Macs as well as apps for iPad and Android. There are teacher accounts which allow you to make logins for lots of children quickly. When there log in students will be asked to design an avatar. Because the resource requires a sizeable download it takes a little time to set up, but because it runs on your local device game play is very smooth and quick. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Jeff Andersen

Overtime increase won't skip higher ed | Education Dive - 9 views

www.educationdive.com/...419431

pay and benefits higher ed

shared by Jeff Andersen on 21 May 16 - No Cached
  • Jeff Andersen on 21 May 16
     
    University groups previously decried "a time of limited and sometimes shrinking budgets for higher education," and called on the Labor Department to lower the threshold and adjust for regional and sector differences. Institutions have pushed back against the significant financial burden associated with raising salaries to meet the threshold or paying overtime for additional hours worked. Though faculty members are still exempt, the status of postdocs with light teaching loads is still in question, and many support staffers are eligible for the increase.
Nigel Coutts

The false dichotomy of The want to vs The have - The Learner's Way - 12 views

thelearnersway.net/...omy-of-the-want-to-vs-the-have

dichotomy learner education teaching learning

shared by Nigel Coutts on 02 Oct 16 - No Cached
  • Nigel Coutts on 02 Oct 16
     
    We struggle to achieve balance with so many parts of our lives. We see things in dichotomies and try to weigh one against the other believing that we must give time to one and not the other. This tendency to see things in often false dichotomies leads to the problem of the "want to' vs the 'have to'. Unfortunately, when we are faced with this dilemma we often make a choice in favour of the 'have to' but we chose this option for the wrong reasons.
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