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Andrew Spinali

Student Led Conferences - Teacher Resources - 93 views

sites.google.com/...student-led-conferences

shared by Andrew Spinali on 25 Apr 12 - No Cached
  • Andrew Spinali on 25 Apr 12
     
    Great resource full of documents and handouts regarding student led conferences. I've been trying to place a particular structure on my open house and this site has some awesome stuff.
Sheri Edwards

Education World ® Administrators Center: Student-Led Conferences: A Growing T... - 18 views

www.educationworld.com/...admin112.shtml

conferences student-led student

shared by Sheri Edwards on 06 Jul 10 - Cached
  • Sheri Edwards on 06 Jul 10
     
    student led conferences info
Mark Gleeson

Technology - Providing Incredible Opportunities for Students whether we want it to or not - 4 views

mgleeson.edublogs.org/...ing-opportunities-for-students

technology student led learning engagement opportunities

shared by Mark Gleeson on 08 Nov 12 - No Cached
  • Mark Gleeson on 08 Nov 12
     
    If you believed the media shock jocks, every kid on the internet is either an idiot or in great peril. But I want to tell a different story starring my daughter, her best friend and a small group of friends ( including my opportunistic son!). This is a completely different story that highlights the amazing opportunities that today's available technology offers our students. It's also a story about how, if given the freedom, children will take what we 'make' them do at school and take it to a whole new level that the limited minds of us teachers don't even plan for. It explains why student led learning can be a success if we don't restrict our students from going beyond our stated objectives. It shows how true engagement doesn't need a teacher or a classroom for children to achieve great things and how technology can allow young students follow their dreams with the restrictions we had in the past.
Benjamin Light

The Costs of Overemphasizing Achievement - 83 views

www.alfiekohn.org/...tcooa.htm

assessment grading achievement education kohn

shared by Benjamin Light on 13 May 11 - Cached
  • First, students tend to lose interest in whatever they’re learning. As motivation to get good grades goes up, motivation to explore ideas tends to go down. Second, students try to avoid challenging tasks whenever possible. More difficult assignments, after all, would be seen as an impediment to getting a top grade. Finally, the quality of students’ thinking is less impressive. One study after another shows that creativity and even long-term recall of facts are adversely affected by the use of traditional grades.
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      SO true!
    • Terie Engelbrecht
      Terie Engelbrecht on 27 Jun 11
       
      Very true; especially the "avoiding challenging tasks" part.
  • Unhappily, assessment is sometimes driven by entirely different objectives--for example, to motivate students (with grades used as carrots and sticks to coerce them into working harder) or to sort students (the point being not to help everyone learn but to figure out who is better than whom)
  • Standardized tests often have the additional disadvantages of being (a) produced and scored far away from the classroom, (b) multiple choice in design (so students can’t generate answers or explain their thinking), (c) timed (so speed matters more than thoughtfulness) and (d) administered on a one-shot, high-anxiety basis.
  • ...36 more annotations...
  • The test designers will probably toss out an item that most students manage to answer correctly.
  • the evidence suggests that five disturbing consequences are likely to accompany an obsession with standards and achievement:
  • 1. Students come to regard learning as a chore.
  • intrinsic motivation and extrinsic motivation tend to be inversely related: The more people are rewarded for doing something, the more they tend to lose interest in whatever they had to do to get the reward.
  • 2. Students try to avoid challenging tasks.
  • they’re just being rational. They have adapted to an environment where results, not intellectual exploration, are what count. When school systems use traditional grading systems--or, worse, when they add honor rolls and other incentives to enhance the significance of grades--they are unwittingly discouraging students from stretching themselves to see what they’re capable of doing.
  • 3. Students tend to think less deeply.
  • 4. Students may fall apart when they fail.
  • 5. Students value ability more than effort
    • Deb White Groebner
      Deb White Groebner on 13 May 11
       
      This is the reinforcement of a "fixed mindset" (vs. (growth mindset) as described by Carol Dweck.
  • They seem to be fine as long as they are succeeding, but as soon as they hit a bump they may regard themselves as failures and act as though they’re helpless to do anything about it.
  • When the point isn’t to figure things out but to prove how good you are, it’s often hard to cope with being less than good.
  • It may be the systemic demand for high achievement that led him to become debilitated when he failed, even if the failure is only relative.
  • But even when better forms of assessment are used, perceptive observers realize that a student’s score is less important than why she thinks she got that score.
  • just smart
  • luck:
  • tried hard
  • task difficulty
  • It bodes well for the future
  • the punch line: When students are led to focus on how well they are performing in school, they tend to explain their performance not by how hard they tried but by how smart they are.
  • In their study of academically advanced students, for example, the more that teachers emphasized getting good grades, avoiding mistakes and keeping up with everyone else, the more the students tended to attribute poor performance to factors they thought were outside their control, such as a lack of ability.
  • When students are made to think constantly about how well they are doing, they are apt to explain the outcome in terms of who they are rather than how hard they tried.
  • And if children are encouraged to think of themselves as "smart" when they succeed, doing poorly on a subsequent task will bring down their achievement even though it doesn’t have that effect on other kids.
  • The upshot of all this is that beliefs about intelligence and about the causes of one’s own success and failure matter a lot. They often make more of a difference than how confident students are or what they’re truly capable of doing or how they did on last week’s exam. If, like the cheerleaders for tougher standards, we look only at the bottom line, only at the test scores and grades, we’ll end up overlooking the ways that students make sense of those results.
  • the problem with tests is not limited to their content.
  • if too big a deal is made about how students did, thus leading them (and their teachers) to think less about learning and more about test outcomes.
  • As Martin Maehr and Carol Midgley at the University of Michigan have concluded, "An overemphasis on assessment can actually undermine the pursuit of excellence."
  • Only now and then does it make sense for the teacher to help them attend to how successful they’ve been and how they can improve. On those occasions, the assessment can and should be done without the use of traditional grades and standardized tests. But most of the time, students should be immersed in learning.
  • the findings of the Colorado experiment make perfect sense: The more teachers are thinking about test results and "raising the bar," the less well the students actually perform--to say nothing of how their enthusiasm for learning is apt to wane.
  • The underlying problem concerns a fundamental distinction that has been at the center of some work in educational psychology for a couple of decades now. It is the difference between focusing on how well you’re doing something and focusing on what you’re doing.
  • The two orientations aren’t mutually exclusive, of course, but in practice they feel different and lead to different behaviors.
  • But when we get carried away with results, we wind up, paradoxically, with results that are less than ideal.
  • Unfortunately, common sense is in short supply today because assessment has come to dominate the whole educational process. Worse, the purposes and design of the most common forms of assessment--both within classrooms and across schools--often lead to disastrous consequences.
  • grades, which by their very nature undermine learning. The proper occasion for outrage is not that too many students are getting A’s, but that too many students have been led to believe that getting A’s is the point of going to school.
  • research indicates that the use of traditional letter or number grades is reliably associated with three consequences.
  • Iowa and Comprehensive Tests of Basic Skills,
    • Benjamin Light
      Benjamin Light on 19 Nov 12
       
      I wonder how the MAP test is set?
  • Rob Reynolds on 14 May 11
     
    The message of Daniel Pinks book "Drive" applies here. Paying someone more, i.e. good grades, does not make them better thinkers, problems solvers, or general more motivated in what they are doing. thanks for sharing.
  • Terie Engelbrecht on 27 Jun 11
     
    Excellent summary!
Mary Glackin

http://net.educause.edu/ir/library/pdf/csd6280.pdf - 16 views

DIIGO_FILE_HOME/atog/srvq

shared by Mary Glackin on 11 Feb 15 - No Cached
  • This  articlepresents  the  outcomes  of  a  typological  analysis  of  Web  2.0  learning  technologies.  A  comprehensive  review  incorporating  over  two  thousand  links  led  to  identification  of  212Web  2.0  technologies  that  were  suitable  for  learning  and  teaching  purposes.
  • Mary Glackin on 11 Feb 15
     
    !A!comprehensive!review!incorporating!over!two!thousand!links!led!to! identification!of!212 Web!2.0!technologies!that!were!suitable!for!learning!and! teaching!purposes.!
Roland Gesthuizen

Teacher-Led Professional Learning: The Latest Revolution In Education | Edudemic - 71 views

www.edudemic.com/...latest-revolution-in-education

PD teachertraining Twitter edcamp GoogleHangout TeachMeet

shared by Roland Gesthuizen on 16 Jun 13 - No Cached
  • Roland Gesthuizen on 16 Jun 13
     
    "It's refreshing and empowering to think about teachers taking control of their own professional learning. I'm thankful to this growing swell of educators for beginning a revolution that is truly transforming education as we know it. What exciting times we are living in!"
alexis alexander

How to Save College | The Awl - 23 views

www.theawl.com/...how-to-save-college

MOOCs HigherEd education change

shared by alexis alexander on 07 Jul 13 - No Cached
  • alexis alexander on 07 Jul 13
     
    "I wrote a thing last fall about massive open online courses (MOOCs, in the parlance), and the challenge that free or cheap online classes pose to business as usual in higher ed. In that piece, I compared the people running colleges today to music industry executives in the age of Napster. (This was not a flattering comparison.) Aaron Bady, a cultural critic and doctoral candidate at Berkeley, objected. I replied to Bady, one thing led to another, the slippery slope was slupped, and Maria Bustillos ended up refereeing the whole thing here on The Awl."
Marc Patton

iSchool Initiative - 0 views

ischoolinitiative.org/#top

iPad_iPod_iTouch Apple_Education Teacher_Resources

shared by Marc Patton on 24 Oct 12 - No Cached
  • Marc Patton on 24 Oct 12
     
    The iSchool Initiative is a student-led, non-profit organization, dedicated to revolutionizing our education system through innovative technology.
Nigel Coutts

Moving past the days of the old school yard - The Learner's Way - 30 views

thelearnersway.net/...he-days-of-the-old-school-yard

school learner education teaching learning

shared by Nigel Coutts on 04 Sep 16 - No Cached
mrsmolloy liked it
  • Nigel Coutts on 04 Sep 16
     
    Society confronts educational change in an odd, entirely counter intuitive manner. On one hand we acknowledge that education can and should do a better job of preparing our children for the future while on the other we cling to the models of education that we knew. This led educational writer Will Richardson to state that 'the biggest barrier to rethinking schooling in response to the changing worldscape is our own experience in schools'. Our understandings of what school should be like and our imaginings of what school could be like are so clouded by this experience that even the best evidence for change is overlooked or mistrusted.
Martin Burrett

School environment key to retaining teachers - 19 views

ukedchat.com/...ment-key-to-retaining-teachers

environment learning environment school

shared by Martin Burrett on 31 Oct 16 - No Cached
  • Martin Burrett on 31 Oct 16
     
    A school is more likely to retain effective teachers, a new study reports, if it is led by a head-teacher who promotes professional development for teachers, is characterised by collaborative relationships among teachers, has a safe and orderly learning environment and sets high expectations for academic achievement among students, a new study reports...
Martin Burrett

Adolescents do not 'get the gist' when it comes to making risky decisions online - 18 views

ukedchat.com/...-making-risky-decisions-online

risk behaviour

shared by Martin Burrett on 16 Nov 16 - No Cached
  • Martin Burrett on 16 Nov 16
     
    "Adolescents are more likely than adults to take online risks, regardless of the gamble involved, according to new research by the University of Plymouth. The study, led by Claire White from the School of Psychology, was carried out to explore the psychological mechanisms underpinning why teenagers are more likely to take risks online when compared to young adults."
Marc Patton

McCormick Foundation New Media Women Entrepreneurs : About this initiative - 0 views

www.newmediawomen.org/...about_this_initiative

Grants

shared by Marc Patton on 27 Jun 12 - No Cached
  • Marc Patton on 27 Jun 12
     
    The McCormick Foundation New Media Women Entrepreneurs project seeks to spotlight the creative assets of women and help address issues of opportunity and innovation, recruitment and retention for women in journalism. In addition to providing seed funding for new women-led news ideas
Marc Patton

Open Meadows Foundation - 0 views

www.openmeadows.org

Grants Social_Studies Teaching_Ideas

shared by Marc Patton on 27 Jun 12 - Cached
  • Marc Patton on 27 Jun 12
     
    Open Meadows Foundation is a grant-making organization seeking projects that promote gender/racial/economic justice. The projects must be led by and benefit women and girls, particularly those from vulnerable communities.
Roland Gesthuizen

The Ed Techie: Innovating Pedagogy report - 0 views

nogoodreason.typepad.co.uk/...nnovating-pedagogy-report.html

pedagogy report blog 2012 teaching learning edutech

shared by Roland Gesthuizen on 23 Jul 12 - No Cached
  • Roland Gesthuizen on 23 Jul 12
     
    Here at IET in the OU, a bunch of us, led by Mike Sharples, were asked to produce an annual report on how changes in teaching and learning (related to technology) were changing the current landscape. ... Think of it as like a Horizon's report with more focus on pedagogy. We adopted the same methodology as the Horizon report also.
Marc Patton

Individual Differences in Learning Association - 32 views

gifteddifferentlearners.org

Assistive_Technology

shared by Marc Patton on 19 Jun 12 - Cached
  • Marc Patton on 19 Jun 12
     
    IDL, Individual Differences in Learning Association Inc., is a parent-led, non-profit organization, promoting awareness, understanding and change in the approach to educating and supporting students. Our purpose is to provide information, training and support for teachers, students, parents and others concerned with the education, health and social and emotional well being of different learners.
Roland Gesthuizen

The bell has rung for Denmark's 'model' teaching system | Nicola Witcombe | Comment is ... - 43 views

www.theguardian.com/...denmark-model-teaching-system

union Denmark agreements contract teaching

shared by Roland Gesthuizen on 06 Oct 13 - No Cached
  • Roland Gesthuizen on 06 Oct 13
     
    "A four-week lockout of teachers from schools in Denmark has come to an end. In central Copenhagen, where I live, my daughter and her classmates gleefully cycled to school on their first day back. The month-long closure has led to schools being valued even more highly by the more than 556,000 pupils and about 50,000 teachers who were affected. "
Glenn Hervieux

My View of the PISA Scores | Diane Ravitch's blog - 42 views

dianeravitch.net/...my-view-of-the-pisa-scores

shared by Glenn Hervieux on 13 Dec 13 - No Cached
  • Glenn Hervieux on 13 Dec 13
     
    "The news reports say that the test scores of American students on the latest PISA test are "stagnant," "lagging," "flat," etc. The U.S. Department of Education would have us believe-yet again-that we are in an unprecedented crisis and that we must double down on the test-and-punish strategies of the past dozen years. The myth persists that once our nation led the world on international tests, but we have fallen from that exalted position in recent years." BUT....is what we're being told really the whole story? This blog post will help you see that our nation's creativity and innovation has NOTHING to do with our place nationally & internationally with test scores. So...how should that influence our approach to education?
Tonya Thomas

Podcasting Business Learning: Addressing the New Learning Styles for Generation Y - 1 views

businesscommunication.org/...03ABC07.pdf

new learning 21st century skills

shared by Tonya Thomas on 25 Sep 12 - No Cached
  • Tonya Thomas on 25 Sep 12
     
    by Stevina Evuleocha, Steve Ugbah California State University Abstract The quest for an ideal medium to deliver business content to Gen Y learners has led instructors to consider the Internet, since digital content that exists in databases can be manipulated by a range of programming services (Shim et al., 2006). Shim et al., have also asserted that web development has been hampered by bandwidth and difficulties of "back end integration," consequently, impacting the presentational aspects of data and user interfaces (Yang & Tang, 2005). Innovations in computer and software technologies appear to have ameliorated the technical difficulties, resulting in the emergence of new media such as podcasting, webcasting, videostreaming, blogging, and Synchronized Multimedia Integration Language (SMIL) technologies (Shim, 2002). These new media streams can be integrated into traditional lectures, thus enhancing the educational environment (McLaughlin, 2006), particularly for Gen Y learners. This paper discusses the efficacy of podcasting in business education, reviews the characteristics of Generation Y (Gen Y) learners, discusses learning styles and theories that support mobile learning, reviews learning styles of Gen Y learners, and discusses whether adaptations are necessary to address the updated needs of this new generation of learners in the business communication context.
Greg Brandenburg

TPWD: Texas Outdoor Family - 0 views

www.tpwd.state.tx.us/bof

texas parks family camping outdoor education

shared by Greg Brandenburg on 30 May 09 - Cached
  • Greg Brandenburg on 30 May 09
     
    Ranger led workshops on camping skills for the family
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