There is a risk that the mistakes of the past – both teaching to the test by schools and micro-management of the school system through the means of exams and league tables – may be repeated in the EBC.
Group items tagged
@Digicoled's Digest - Computing, for all? - 3 views
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"Evidence gathered from The Royal Society showed that "pedagogies for computing in schools remain less developed than those for other subjects", and that "the provision of the subject at GCSE was sporadic". Recommendations from the report suggest a push to realise the ambition of recent curriculum and qualifications reforms, to improve gender balance in computing, and ensure there is a strong supply of computing teachers entering the profession."
Is It for the Good of the Children or The Bank Balance? by @sheep2763 - 4 views
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"The new code of practice has got rid of behaviour as a category and has replaced it with Social, Emotional and Mental Health Difficulties. This may be the cause of the child's difficulties but the manifestation is often in their challenging behaviour. Within school there are some families where their behaviour could almost be considered to have a genetic component. We appreciate that every child, even identical twins, are individuals and we always treat them as such. Today I wanted to refer a child who appears to have some Social, Emotional or Mental Health Difficulties to our Educational Psychologist. He wanted to have a chat about the child before accepting the referral, fair enough, I was happy to chat."
Multiple perspectives on an understanding of inquiry - The Learner's Way - 5 views
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Recently I have been contemplating how we might define inquiry. Like many terms in education, it is often used in multiple contexts and has a range of meanings attached to it. Coming to agreement on what inquiry is, requires negotiating seemingly divergent understandings. If we are to avoid oversimplifications and dichotomous thinking, we need to explore these multiple perspectives and find a balance point.
Girls in Tech - Reflections from VIVID Ideas - The Learner's Way - 12 views
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Sydney has become a beacon that brings people together and sparks conversations. Most recently the conversation centred on the topic of girls in tech and what might be done to re-dress the gender balance in STEAM subjects and related career pathways. Sponsored by INTEL this Vivid Ideas event drew a mix of entrepreneurs, educators and tech luminaries to the Museum of Contemporary Art on a Saturday afternoon to share their ideas on what might be done.
CBI: We must drive change through a culture of expectation - 1 views
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Less testing!
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nternational evidence from high-performing education systems suggests more formative assessment during schooling would be beneficial
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" improve teaching and curriculum flexibility to effectively deliver core learning in ways which engage young people"
The Art of Virtual Leadership - 4 Keys to Leading Remote Workers and Managing Virtual T... - 19 views
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Many organizations believe that one of the biggest challenges they face when implementing a virtual office is managing mobile or remote workers. It is unfortunate that they let this perception stop them from reaping the many benefits of a more flexible workplace.
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Remote management is not radically different from managing people on-site. The biggest difference is a shift in management style from "eyeball management" (assuming workers are being productive because you physically see them at their desks working) to managing by results. By learning to mange by results rather than activity, improving communication, and nurturing trust between managers and employees the whole organization benefits. In fact, virtual team managers have reported that their overall management skills increased for both on and off-site workers.
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MANAGING BY RESULTS, NOT ACTIVITY One of the most common fears that managers and executives have when considering virtual teams is, "How do I know my employees will be working if I'm not there to watch them?" Well the simple answer is that you won't, not every minute. But realistically, you can't be sure they are really working every minute you see them in the office either; it is easy to confuse activity with productivity. A manager's job is to provide specific, measurable, and attainable goals for the remote employee so that he or she knows what must be done and when. These can include reports completed, number of calls made, and number of support issues resolved - or any other appropriate measure of job productivity.It is important that the employee and manager arrive upon a shared definition of the deliverables and timetable together. This ensures that everyone is on the "same page" and prevents miscommunication. It also ensures that the goals and expectations are realistic. A manager's value to an organization is as more of a coach and mentor, not an overseer. This move away from "eyeball management," and the resulting clearer definition of employee job responsibilities, is one of the major contributing factors to the improved productivity normally experienced with virtual teams. Shifting your focus to performance based management will help you build a more productive mobile workforce.
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Manage by results
Education Week: Interpretations Differ on Common Core's Nonfiction Rule - 0 views
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Ideally, she said, teachers are working in cross-disciplinary teams to decide how to balance those shared responsibilities in a solid curriculum.
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And Ms. Highfill has not found the guidance on shared, cross-curricular responsibility to be translating into classroom reality. In her district, she said, "there still seems to be more of a focus on English teachers' using nonfiction in classrooms than the other content areas stepping up to the plate."
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such titles are meant for classes other than English, and seeing them as texts that displace works like The Catcher in the Rye takes titles out of context and ignores the messages of the standards document as a whole.
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The Myth About Computer-Based Reading Software? - Finding Common Ground - Education Week - 30 views
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Dr. Allington made the comment that he would ban computers from an instructional role and that they didn't have a significant effect on teaching students to read.
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The second-year study included four reading software products for first grade, Destination Reading (Riverdeep 2008), the Waterford Early Reading Program (Pearson School 2008), Headsprout (Headsprout 2008), and Plato Focus (Plato Learning Corporation 2008).
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students need a more balanced program
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ScienceDirect.com - Teaching and Teacher Education - In search of the essence of a good... - 51 views
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And this is what I have the most issues with. I have an active disdain for the "transfer of knowledge" model and want to inspire staff and students to focus on the SKILLS, which I believe are the indicators of lifelong learning and a valuable education experience.
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self-concepts are extremely resistant to change, even in the light of facts that clearly contradict them (Swann, 1992).
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Stated more positively, with more balance between the various levels, the teacher will experience less inner and outer frictions. Ideally, there is a complete “alignment” of the levels, which means that the teacher's behavior, competencies, beliefs, identity and mission together form one coherent whole matching the environment.
Classroom 2.0 - 62 views
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How many members of the Diigo Ed group are using this forum? I don't want to be overwhelmed by too many social networking groups that I become inundated with too much information to be a truly participating member of any of them. I like the Diigo Ed group, so far! -
I enjoy reading the items in the Forum, but I have yet to contribute. -
I find the two forums match very well for what my interests are in education. -
While I am new to the Diigo Ed group (and like it so far), I joined CR 2.0 a year and a half ago and have thoroughly enjoyed the conversations, info, and (especially) the webinars! Lots of good sharing all around. -
Just a wonderful resource for all who are in to connecting classrooms with technology! -
I also belong to Diigo in Education as well as four of EDTech type groups, as well as one that I have created for my school. -
I also can see different uses for these two forums. -
I've been using Diigo and the group Diigo in Education for quite some time, but Classroom 2.0 is active with tons of ideas for all of us.
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social network for those interested in Web 2.0 and Social Media in education
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Classroom 2.0 is a free, community-supported network. We especially hope that those who are "beginners" will find this a supportive comfortable place to start being part of the digital dialog. Because of spammers, we have to approve all memberships here. While your membership is pending you are still welcome to peruse the site or attend any events!
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I'm wondering how the value of this will balance with the time required to do it right! -
Me too. I just joined. We will see.
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Online social networking at its best. This Ning page is centered around using online resources in today's classrooms. Excellent group! - ...5 more comments...
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web 2, classroom practice -
This is an interesting website with a great collection of tools for use in e-learning, blended classrooms and traditional teaching.
Five U.S. innovations that helped Finland's schools improve but that American reformers... - 64 views
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Interesting Top Five
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Answer explanation is almost as important as mathematic problem solving. If we really want to know if a student understands ANY concept, we need to ask him/her to write their explanation. Sometimes the understanding comes from the thinking required to do the writing - writing to make it make sense!
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Why don't we consider relating almost every lesson to everyday life? Seems like an obvious thing to do to me!
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Pasi Sahlberg Blog Finnish education reform Originally published in Washington Post, 24 July 2014 An intriguing question whether innovation in education can be measured has an answer now. The Organization of Economic Cooperation and Development in its recent report "Measuring Innovation in Education: A New Perspective, Educational Research and Innovation" measures Innovation in Education in 22 countries and 6 jurisdictions, among them the U.S.
Promoting a Growth Mindset - 60 views
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We all want to see our students and our children grow into happy, balanced and successful adults but exactly what that means and how it is to be achieved are areas of uncertainty. Into this debate comes Carol Dweck's research into 'Mindsets' and how individual differences in our approach to the world dictate our ultimate experiences of success or disappointment.
iPad - Affordances & Constraints - BalancEdTech - 19 views
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The details of this chart are less important than the process of creating it. After playing with the iPad, reading/watching how others use it in the classroom, and trying it out with your own students, get together with a few other educators and fill out your own chart. Here's a blank chart we give out as a part of a Think-Pair-Share. You might want to divide it into sections and consider the affordances and constraints by user (teacher/student/special needs student/administrator), use (reading/word processing/movie making/note taking/etc.), subject, or taxonomy (Bloom/SAMR/etc.). Hopefully you'll revise the chart as you use the tool in a wider variety of ways. This can definitely be combined with ideas of balancing technology, content and pedagogy. (Check out this podcast on TPaCK and SAMR.)
Always Late? Learn to Be On Time and to Stop Making Excuses for Being Late - 1 views
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the first step is to make promptness a conscious priority. "Look at the costs of being late and the payoffs of being on time,"
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Once you feel motivated to make a change, Morgenstern says the next step is to figure out why you're always late. The reason can usually be classified as either technical or psychological.
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"For some people, being on time seems nearly impossible -- no matter how important the event. They're always running out the door in a frenzy, arriving everywhere at least 10 minutes late. If this sounds like you, have you ever wished you could break the pattern?"
The trouble with Khan Academy - Casting Out Nines - The Chronicle of Higher Education - 2 views
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Let’s start with what Khan Academy is. Khan Academy is a collection of video lectures that give demonstrations of mechanical processes. When it comes to this purpose, KA videos are, on the average, pretty good. Sal Khan is the main reason; he is approachable and has a knack for making mechanical processes seem understandable. Of course, his videos are not perfect. He tends to ramble a lot and get sidetracked; he doesn’t use visuals as effectively as he could; he’s often sloppy and sometimes downright wrong with his math; and he sometimes omits topics from his subjects that really need to be there (LU decomposition in linear algebra, for example). But on balance, KA is a great resource for the niche in which it was designed to work: giving demonstrations of mechanical processes.
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But let’s also be honest about what Khan Academy is not. Khan Academy is not a substitute for an actual course of study in mathematics. It is not a substitute for a live teacher. And it is not a coherent curriculum of study that engages students at all the cognitive levels at which they need to be engaged. It’s OK that it’s not these things. We don’t walk into a Mexican restaurant and fault it for not serving spaghetti. I don’t fault Khan Academy for not being a complete educational resource, because it wasn’t designed for that purpose. Again, Khan Academy is a great resource for the niche in which it was designed to work. But when you try to extend it out of that niche — as Bill Gates and others would very much like to do — all kinds of things go wrong.
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When we say that someone has “learned” a subject, we typically mean that they have shown evidence of mastery not only of basic cognitive processes like factual recall and working mechanical exercises but also higher-level tasks like applying concepts to new problems and judging between two equivalent concepts. A student learning calculus, for instance, needs to demonstrate that s/he can do things like take derivatives of polynomials and use the Chain Rule. But if this is all they can demonstrate, then it’s stretching it to say that the student has “learned calculus”, because calculus is a lot more than just executing mechanical processes correctly and quickly. To say that it is not — that knowledge of calculus consists in the ability to perform algorithmic processes quickly and accurately — is to adopt an impoverished definition of the subject that renders a great intellectual pursuit into a collection of party tricks.
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All the reasons I like and don't like Khan Academy videos....
AP Central - Setting Up a Laboratory Program for the AP Chemistry Course - 30 views
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AP requires milligram balances
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gladwell dot com - something borrowed - 86 views
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Under copyright law, what matters is not that you copied someone else's work. What matters is what you copied, and how much you copied. Intellectual-property doctrine isn't a straightforward application of the ethical principle "Thou shalt not steal." At its core is the notion that there are certain situations where you can steal. The protections of copyright, for instance, are time-limited; once something passes into the public domain, anyone can copy it without restriction.
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This is the key to copyright according to Gladwell.
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initial monopoly on your creation because we want to provide economic incentives for people to invent things like cancer drugs. But everyone gets to steal your breast-cancer cure—after a decent interval—because it is also in society's interest to let as many people as possible copy your invention; only then can others learn from it, and build on it, and come up with better and cheaper alternatives. This balance between the protecting and the limiting of intellectual property
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Constitution: "Congress shall have the power to promote the Progress of Science and useful Arts, by securing for limited"—note that specification, limited—"Times to Authors and Inventors the exclusive Right to their respective Writings and Discoveries."
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