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Liane St. Laurent

Rewards of teaching young children to blog SmartBlogs - 53 views

smartblogs.com/...s-teaching-young-children-blog

blog blogging classroom

shared by Liane St. Laurent on 09 Aug 12 - No Cached
  • Liane St. Laurent on 09 Aug 12
     
    Great example of blogging in a third grade classroom
  • Liane St. Laurent on 09 Aug 12
     
    Great example of blogging in a third grade classroom.
Martin Burrett

The Great Behavior Game - 150 views

game.educatorshandbook.com

behaviour management behaviour classroom management

shared by Martin Burrett on 19 Nov 11 - No Cached
  • Martin Burrett on 19 Nov 11
     
    A great behaviour management site for tracking class points. Just click on the student's name to award a point. http://ictmagic.wikispaces.com/Classroom+Management+%26+Rewards
Marc Patton

DimensionU | U GAME. U GAIN. - 57 views

www.dimensionu.com/...landing_flash.aspx

Teaching_Ideas Science Mathematics

shared by Marc Patton on 07 Jun 12 - No Cached
  • Martin Burrett on 07 Jun 12
     
    A collection of maths games and activities to play online and download. The games can be set to a maths subject and age group. Play both single and multi-player games. http://ictmagic.wikispaces.com/Maths
  • Marc Patton on 28 Jun 12
     
    At DimensionU, kids find video games that are fun, educational, and rewarding. Parents find an easy and proven way to motivate their children to learn.
Roland Gesthuizen

How to Create Nonreaders - 58 views

www.alfiekohn.org/...nonreaders.htm

reading motivation writing literacy education AlfieKohn learning

shared by Roland Gesthuizen on 12 Nov 13 - Cached
  • Roland Gesthuizen on 12 Nov 13
     
    "In fact, it's not really possible to motivate anyone, except perhaps yourself.  If you have enough power, sure, you can make people, including students, do things.  That's what rewards (e.g., grades) and punishments (e.g., grades) are for.  But you can't make them do those things well ... The more you rely on coercion and extrinsic inducements, as a matter of fact, the less interest students are likely to have in whatever they were induced to do."
Martin Burrett

Too Noisy - 60 views

toonoisyapp.com

ipad app classroom management behaviour management noise

shared by Martin Burrett on 30 Jul 13 - No Cached
  • Martin Burrett on 30 Jul 13
     
    This is a great simple Apple device app to help you reach an appropriate level of volume in your classroom. Watch the gauge rise and the background change as the volume increases. You can adjust the sensitivity for the situation/activity. The app is supported by ads, but these only appear as you start the app. Download the app at https://itunes.apple.com/gb/app/too-noisy/id499844023 http://ictmagic.wikispaces.com/Classroom+Management+%26+Rewards
Florence Dujardin

Online Game Teaches Citation Skills - The Chronicle of Higher Education - 131 views

chronicle.com/...28837

highered literature review citing game

shared by Florence Dujardin on 11 Jan 11 - No Cached
  • Florence Dujardin on 11 Jan 11
     
    The game, BiblioBouts, turns collecting citations into a competitive event, pitting students against their classmates. Students are rewarded for their research skills and their ability to differentiate between good and bad material. To play, they find sources, which are judged by their peers for relevance and credibility, and then measure the worth of sources their classmates find. They gain more points the more sources they assess accurately and the better their own sources are judged.
Jonathan Wylie

End of the Year School Awards Ideas for Elementary Teachers - 56 views

www.brighthub.com/...73965.aspx

school end awards prizes students pupils certificates

shared by Jonathan Wylie on 12 Jun 10 - Cached
  • Jonathan Wylie on 12 Jun 10
     
    End of the year school awards are a popular part of elementary school traditions, because children love to be rewarded and made to feel special.
Peter Beens

Daniel Pink on Drive, Motivation, and Incentives | EconTalk | Library of Economics and ... - 44 views

www.econtalk.org/...daniel_pink_on.html

DanPink podcast interview motivation inspiration education

shared by Peter Beens on 31 Aug 10 - Cached
  • Peter Beens on 31 Aug 10
     
    Daniel Pink, author of Drive, talks with EconTalk host Russ Roberts about drive, motivation, compensation, and incentives. Pink discusses the implications of using monetary rewards as compensation in business and in education. Much of the conversation focuses on the research underlying the book, Drive, research from behavioral psychology that challenges traditional claims by economists on the power of monetary and other types of incentive. The last part of the conversation turns toward education and the role of incentives in motivating or demotivating students.
Maggie Tsai

Online Teaching and Learning: Makin' Whuffie - 1 views

onlinelearningnotes.blogspot.com/...makin-whuffie.html

diigo review socialcapital education

shared by Maggie Tsai on 15 Nov 08 - Cached
  • A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
  • Members of an online community gain social capital by making thoughtful or helpful contributions.
  • Members of an online community gain social capital by making thoughtful or helpful contributions. This can be made tangible by a rating system - some forums have thumbs up or down or voting systems for forum posts.
  • ...5 more annotations...
  • Social capital is a natural and logical consequence/reward of a student's (or anyone's) online behavior and contributions, and as such, it is a powerful tool for educators to include in their online courses to ensure student engagement and retention.
    • Maggie Tsai
      Maggie Tsai on 15 Nov 08
       
      Good points. On Group bookmarks we have votes now. Will be adding more meaningful (ie. taken anti-spam into consideration) contribution attributes to reward user participation!
  • A sense of community is created where people have a common goal, such as a project, or can benefit from working together. One of those benefits is social capital, as mentioned above. Another is increased learning.
  • If you want to truly learn something, there is nothing like teaching it, so allowing, in fact encouraging, students to help one another solve problems, to teach each other, increases learning for both the helper and the helped.
  • A group can gain social capital by being proud of what it creates and getting positive feedback from other groups. A chance for students, whether working as individuals or in collaborative groups, to give feedback to each other is a valuable tool for creating a greater sense of community and engagement toward common goals.
  • Bookmarking, Sharing, Highlighting, and Annotating Online Resources:Diigo is a great tool for Educators, because you can form a group, and share bookmarks, which each member can highlight and comment on. Diigo is a fantastic tool for sharing resources and collaborating. Now, they have come out with Diigo for Educators, to make it even better!
  • Maggie Tsai on 15 Nov 08
     
    Thoughtful article on "social capital"
Chris Sloan

Race to the Top Assessment Program - 34 views

www2.ed.gov/...index.html

assessment RTT

shared by Chris Sloan on 13 Feb 10 - Cached
  • Chris Sloan on 13 Feb 10
     
    The Race to the Top Assessment Program provides competitive grants to encourage and reward States that are creating the conditions for education innovation and reform.
Chris Betcher

Please Stop Thinking About Tomorrow : Stager-to-Go - 53 views

stager.tv/blog

stager future keynote presenters presentation

shared by Chris Betcher on 05 Jan 11 - No Cached
  • Chris Betcher on 05 Jan 11
     
    I have a suggestion. Let's stop talking about the future and start doing something now! Generations of children have missed-out on rewarding educational experiences while we worry about how corporate meetings will be conducted in 2019. Sheesh!
trisha_poole

The 2008 Plagiarism Landscape - 62 views

www.plagiarismadvice.org/...briefingpaper

plagiarism teaching&learning learningtools learner development writing resources universityteaching

shared by trisha_poole on 17 Mar 11 - No Cached
  • trisha_poole on 17 Mar 11
     
    This briefing paper will seek to highlight key strategies in developing assessment processes which eradicate opportunities for plagiarism, and encourage tutors to "teach and assess in ways which make plagiarism unthinkable" (MacDonald Ross, 2008). Whilst by no means an exhaustive list, the following areas, identified and volunteered by members of the academic community are key to this approach. The paper will draw on examples of good practice in assessment design in these areas, which enhance student learning and nurture a learning culture in which original thought is rewarded.
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!
Kelly Boushell

Archiving Early America - 84 views

www.earlyamerica.com

primary source social studies education resources

shared by Kelly Boushell on 19 Jul 11 - Cached
  • Kelly Boushell on 19 Jul 11
     
    Here at Archiving Early America you will be rewarded with a unique array of primary source material from 18th Century America. Scenes and portraits from original newspapers, magazines, maps and writings come to life just as they appeared to this country's forebears more than 250 years ago.
Jimbo Lamb

Sen. Michael Bennet: Bring Teachers' Pay Into This Century - 37 views

www.huffingtonpost.com/...teacher-salary_b_944832.html

shared by Jimbo Lamb on 01 Sep 11 - No Cached
  • To get enough of the teachers we need, teaching has to be a great job where talented people are supported and rewarded.
    • Jimbo Lamb
      Jimbo Lamb on 01 Sep 11
       
      What is meant by "rewarded?" If this is about merit pay, then it won't work. I already work my butt off. I would like to be able to not have to get part-time jobs (yes, plural) to pay my bills. If I had more time to focus on my classroom, that would be spectacular! As for support, we need a better professional development set up. I spend way too much time sitting in meetings when I could accomplish so much more.
Martin Burrett

Traffic Lights - 63 views

ictmagic.wikispaces.com/...Traffic+lights.swf

behaviour noise classroom management

shared by Martin Burrett on 26 Jun 11 - No Cached
  • Martin Burrett on 26 Jun 11
     
    A traffic light flash resource I made myself to control the volume the children in your class... hopefully! If you click on the link it will opening in your browser. http://ictmagic.wikispaces.com/Classroom+Management+&+Rewards
Martin Burrett

Date & weather chart with award maker - 56 views

www.ictgames.com/dateChart.html

weather date whiteboard resources whiteboard calendar award

shared by Martin Burrett on 08 Jul 11 - Cached
  • Martin Burrett on 08 Jul 11
     
    A great flash based weather and date display for your classroom. Click to enter the details. Make a 'special person' award by typing the child's name and printing. http://ictmagic.wikispaces.com/Classroom+Management+&+Rewards
Martin Burrett

Teachit Timer - 97 views

www.teachit.co.uk/...clock3.html

timer clock countdown maths time

shared by Martin Burrett on 21 Jul 11 - Cached
  • Martin Burrett on 21 Jul 11
     
    A useful countdown timer which you can set from 10 second up to 6 hours. Great for tests and getting your class tidy on time. http://ictmagic.wikispaces.com/Classroom+Management+&+Rewards
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