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Carrie Wyatt

How to Fix the Schools - NYTimes.com - 93 views

www.nytimes.com/...ra-how-to-fix-the-schools.html

schools

shared by Carrie Wyatt on 05 Oct 12 - No Cached
    • Carrie Wyatt
      Carrie Wyatt on 05 Oct 12
       
      We as teachers put in the same or more long hours as white collar professions.
  • Alienated labor is never a good thing. “I
  • t is not possible to make progress with your students if you are at war with your teachers,” says Marc Tucker.
Nigel Coutts

Developing and Maintaining a Growth Mindset - The Learner's Way - 90 views

thelearnersway.net/...d-maintaining-a-growth-mindset

growth mindset learner

shared by Nigel Coutts on 07 Feb 16 - No Cached
  • Nigel Coutts on 07 Feb 16
     
    For educators, parents and learners Carol Dweck's research on the benefits of a Growth Mindset is naturally appealing. Those who have a growth mindset achieve better results than those who don't, are more resilient and accept challenge willingly. After two years of incorporating a growth mindset philosophy we are finding that the reality of shifting a student's disposition away from a fixed mindset and then maintaining a growth mindset is significantly more complex than at first imagined.
Rafael Morales_Gamboa

'Big data' was supposed to fix education. It didn't. It's time for 'small data.' - The ... - 33 views

www.washingtonpost.com/...-didnt-its-time-for-small-data

shared by Rafael Morales_Gamboa on 01 Jun 16 - No Cached
  • the limitations of current big data-driven policies and practices
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 01 Jun 16
       
      There is a difference between claiming that big data does not work and claiming that current big-data driven policies do not work.
Sharin Tebo

Why the Growth Mindset is the Only Way to Learn | Edudemic - 83 views

www.edudemic.com/growth-mindset-way-learn

growthmindset Dweck personalizedlearning growth mindset SDWWL SDW philosophy

shared by Sharin Tebo on 01 Nov 14 - No Cached
  • The growth mindset is the opposite of the fixed: It thrives on challenge and sees failure as an opportunity for growth. It creates a passion for learning instead of a hunger for approval.
    • Sharin Tebo
      Sharin Tebo on 01 Nov 14
       
      This is completely how I feel but it took me a while, a long while to get to this point. Convincing others that failure presents opportunities to do it better next time and the time after that is challenging.
  • Then again, that study was just about small children- but children grow up. And if they’re taught that their capacity to learn is fixed, they bring their intellectual insecurities into adulthood. They’ve been essentially taught to try to avoid looking stupid, and that’s a hard habit to break.
  • Find peers No one can put in the work or learn for you. But having a support community is the single most effective supplement to the learning process. Collaboration maintains focus, speeds up learning, and sustains interests. No matter what it is you’re pursuing, find a group or a mentor for it.
Donal O' Mahony

Joining the Inspectors! - 1 views

donalomahony.edublogs.org/...2330

Inspectorate elearning

shared by Donal O' Mahony on 13 May 12 - No Cached
  • Donal O' Mahony on 13 May 12
     
    A comment on the idea that senior teachers in the Republic of Ireland might join the schools Inspectorate for short fixed periods.
Michele Brown

vReveal Video Enhancement Software - - 32 views

www.vreveal.com

videoediting editor

shared by Michele Brown on 17 May 12 - Cached
  • Michele Brown on 17 May 12
     
     Fix Dark, Shaky, Noisy, Blurry, Low-Resolution Videos, edit and share your videos. For free!
Martin Burrett

Quick Screen Share - 132 views

quickscreenshare.com

screencapture screencast remote access troubleshooting

shared by Martin Burrett on 11 Dec 11 - No Cached
  • Martin Burrett on 11 Dec 11
     
    An amazing tool for sharing what's on your screen live over the Internet. Just share a link to see. You can even take control of the remote computer to fix any problems (user has to agree to this). http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Peter Beens

Annie Murphy Paul: The Myth of 'Practice Makes Perfect' | TIME Ideas | TIME.com - 8 views

ideas.time.com/...myth-of-practice-makes-perfect

education psychology practice practise deliberate practice

shared by Peter Beens on 25 Jan 12 - No Cached
Ruth Howard liked it
  • Peter Beens on 25 Jan 12
     
    The Myth of 'Practice Makes Perfect' It's not how much you practice but whether you're quick to fix your errors that leads to mastery (deliberate practice)
Martin Burrett

join.me - Free Screen Sharing & Online Meetings - 95 views

secure.join.me/default.aspx

screencast screenshot

shared by Martin Burrett on 21 Jan 12 - No Cached
  • Martin Burrett on 21 Jan 12
     
    This is an amazing site that allows you to share your screen live with up to 250 viewers for free. You can even view the screencast on ipad/iPhone and Android phones. Perhaps most exciting of all is that you can use the site to control the viewed computer remotely, a useful feature for fixing any computer problems from afar. You need to download a small file to start sharing. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Howard Rheingold

Discovering How to Learn Smarter | MindShift - 100 views

mindshift.kqed.org/...scovering-how-to-learn-smarter

learning neuroplasticity

shared by Howard Rheingold on 03 Feb 12 - No Cached
  • Howard Rheingold on 03 Feb 12
     
    Stanford psychologist Carol Dweck conducted the groundbreaking research showing that praise intended to raise young people's self-esteem can seriously backfire. When we tell children, "You're so smart," we communicate the message that they'd better not take risks or make mistakes, lest they reveal that they're not so smart after all. Dweck calls this cautious attitude the "fixed mindset," and she's found that it's associated with greater anxiety and reduced achievement. Students with a "growth mindset," on the other hand, believe that intelligence can be expanded with hard work and persistence, and they view challenges as invigorating and even fun. They're more resilient in the face of setbacks, and they do better academically. Now Dweck has designed a program, called Brainology, which aims to help students develop a growth mindset. Its website explains: "Brainology makes this happen by teaching students how the brain functions, learns, and remembers, and how it changes in a physical way when we exercise it. Brainology shows students that they are in control of their brain and its development." That's a crucial message to pass on to children, and it's not just empty words of encouragement-it's supported by cutting-edge research on neuroplasticity, which shows that the brain changes and grows when we learn new things. You, and your child, can learn to be smarter.
Thieme Hennis

A taxonomy of motivation and game design | Instructional Design Fusions - 0 views

instructionaldesignfusions.wordpress.com/...-of-motivation-and-game-design

game-based game gamification games learning education pedagogy design motivation

shared by Thieme Hennis on 10 Aug 12 - No Cached
  • Thieme Hennis on 10 Aug 12
     
    "The will to learn is an intrinsic motive, one that finds both its source and its reward in its own exercise. The will to learn becomes a 'problem' only under specialized circumstances like those of a school, where a curriculum is set, students confined and a path fixed. The problem exists not so much in learning itself, but in the fact that what the school imposes often fails to enlist the natural energies that sustain spontaneous learning (Bruner, 1966, p. 127)."
Steven Szalaj

How to Fix the Schools - NYTimes.com - 97 views

www.nytimes.com/...ra-how-to-fix-the-schools.html

Education American International Schools improve

shared by Steven Szalaj on 19 Sep 12 - No Cached
  • Steven Szalaj on 19 Sep 12
     
    Excellent essay on improving education in America
Steven Szalaj

Why taking choir kept me from being a Valedictorian: Austin Channell at TEDxColumbus - ... - 44 views

www.youtube.com/watch

Education AP academics extra-curricular GPA arts music

shared by Steven Szalaj on 31 Oct 13 - No Cached
  • Steven Szalaj on 31 Oct 13
     
    This is about more than just taking choir in high school - it is a fundamental problem in our educational system examined here by a high school senior. Only 12 minutes long.  When my sons were in HS (they graduated in the mid 1990's), I remember their discussions of just exactly this problem. He offers some solutions, but no quick fixes.
Tracy Tuten

How to Fix the Schools - NYTimes.com - 1 views

www.nytimes.com/...ra-how-to-fix-the-schools.html

how to nytimes schools education pedagogy higher ed

shared by Tracy Tuten on 20 Sep 12 - Cached
  • Teachers — many of them — will continue to resent efforts to use standardized tests to measure their ability to teach.
  • Tucker, 72, a former senior education official in Washington, is the president of the National Center on Education and the Economy, which he founded in 1988. Since then he has focused much of his research on comparing public education in the United States with that of places that have far better results than we do — places like Finland, Japan, Shanghai and Ontario, Canada. His essential conclusion is that the best education systems share common traits — almost none of which are embodied in either the current American system or in the reform ideas that have gained sway over the last decade or so.
  • His starting point is not the public schools themselves but the universities that educate teachers. Teacher education in America is vastly inferior to many other countries; we neither emphasize pedagogy — i.e., how to teach — nor demand mastery of the subject matter. Both are a given in the top-performing countries. (Indeed, it is striking how many nonprofit education programs in the U.S. are aimed at helping working teachers do a better job — because they’ve never learned the right techniques.)
  • ...2 more annotations...
  • Tucker believes that teachers should be paid more — though not exorbitantly. But making teacher education more rigorous — and imbuing the profession with more status — is just as important. “Other countries have raised their standards for getting into teachers’ colleges,” he told me. “We need to do the same.”
  • High-performing countries don’t abandon teacher standards. On the contrary. Teachers who feel part of a collaborative effort are far more willing to be evaluated for their job performance — just like any other professional. It should also be noted that none of the best-performing countries rely as heavily as the U.S. does on the blunt instrument of standardized tests. That is yet another lesson we have failed to learn.
  • Tracy Tuten on 20 Sep 12
     
    On what's wrong with our education system 
Maughn Gregory

How to Fix Our Math Education - NYTimes.com - 63 views

www.nytimes.com/...to-fix-our-math-education.html

education math ed_aims ed_content applied

shared by Maughn Gregory on 25 Aug 11 - No Cached
  • the assumption that there is a single established body of mathematical skills that everyone needs to know to be prepared for 21st-century careers. This assumption is wrong. The truth is that different sets of math skills are useful for different careers, and our math education should be changed to reflect this fact.
  • Today, American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.
  • A math curriculum that focused on real-life problems would still expose students to the abstract tools of mathematics, especially the manipulation of unknown quantities. But there is a world of difference between teaching “pure” math, with no context, and teaching relevant problems that will lead students to appreciate how a mathematical formula models and clarifies real-world situations.
  • ...4 more annotations...
  • For instance, how often do most adults encounter a situation in which they need to solve a quadratic equation? Do they need to know what constitutes a “group of transformations” or a “complex number”? Of course professional mathematicians, physicists and engineers need to know all this, but most citizens would be better served by studying how mortgages are priced, how computers are programmed and how the statistical results of a medical trial are to be understood.
  • Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering.
  • Traditionalists will object that the standard curriculum teaches valuable abstract reasoning, even if the specific skills acquired are not immediately useful in later life. A generation ago, traditionalists were also arguing that studying Latin, though it had no practical application, helped students develop unique linguistic skills. We believe that studying applied math, like learning living languages, provides both useable knowledge and abstract skills.
  • In math, what we need is “quantitative literacy,” the ability to make quantitative connections whenever life requires (as when we are confronted with conflicting medical test results but need to decide whether to undergo a further procedure) and “mathematical modeling,” the ability to move practically between everyday problems and mathematical formulations (as when we decide whether it is better to buy or lease a new car).
Sharin Tebo

Teaching Metacognition - 78 views

serc.carleton.edu/...teaching_metacognition.html

shared by Sharin Tebo on 23 Jul 14 - Cached
  • Step 1: Teach students that the ability to learn is not a fixed quantity The key to a student's ability to become a self-regulated (i.e., metacognitive) learner is understanding that one's ability to learn is a skill that develops over time rather than a fixed trait, inherited at birth.
    • Sharin Tebo
      Sharin Tebo on 28 Jul 14
       
      Carol Dweck's book on having a Growth Mindset comes to mind here...
  • Step 2: Teach students how to set goals and plan to meet them
  • Step 3: Give students opportunities to practice self-monitoring and adapting Accurate self-monitoring is quite difficult.
  • ...5 more annotations...
  • In particular, students are encouraged to think about the key points of the lecture as they listen and take notes. At the end of the lecture, students write what they think the three most important ideas of the lecture were on an index card.
  • Example: lecture wrappers
  • Teaching Self-Monitoring Strategies Monitoring and adapting strategies can be taught as learning habits. A wrapper is one tool for teaching self-monitoring behavior. A wrapper is an activity that surrounds an existing assignment or activity and encourages metacognition. For example, wrappers can be used with lectures, homework assignments, or exams. Wrappers require just a few extra minutes of time, but can have a big impact.
  • Example: homework wrappers Before beginning a homework assignment, students answer a brief set of self-assessment questions focusing on skills they should be monitoring. Students complete the homework as usual, and then answer a follow-up set of self-assessment questions.
  • Example: exam wrappers When graded exams are returned (as soon as possible after the exam was given), students complete an exam reflection sheet. They describe their study strategies, analyze the mistakes they made, and plan their study strategies for the next exam.
  • Roland Gesthuizen on 23 Jul 14
     
    "Metacognition is a critically important, yet often overlooked component of learning. Effective learning involves planning and goal-setting, monitoring one's progress, and adapting as needed. All of these activities are metacognitive in nature. By teaching students these skills - all of which can be learned - we can improve student learning. There are three critical steps to teaching metacognition:"
  • traceynangle on 27 Jul 14
     
    Really useful reminder of how we need to address very basic ideas about how to absorb new information and ask students to self-monitor and push themselves. I appreciated the information and plan to incorporate the wrappers!
Deborah Baillesderr

MobyMax: Complete K-8 Curriculum - 58 views

www.mobymax.com

Math language vocabulary reading Mobymax K-8 CommonCore

shared by Deborah Baillesderr on 27 Nov 13 - No Cached
  • Deborah Baillesderr on 27 Nov 13
     
    Find & fix Missing Skills Adaptive & Differentiated Common Core Aligned
Steve Ransom

'What's Wrong With Education Cannot Be Fixed with Technology' -- The Other Steve Jobs |... - 4 views

www.wired.com/...apple-education-jobs

stevejobs education technology change reform business etextbooks

shared by Steve Ransom on 18 Jan 12 - No Cached
  • But I’ve had to come to the inevitable conclusion that the problem is not one that technology can hope to solve. What’s wrong with education cannot be fixed with technology. No amount of technology will make a dent.
  • It’s a political problem. The problems are sociopolitical. The problems are unions. You plot the growth of the NEA [National Education Association] and the dropping of SAT scores, and they’re inversely proportional. The problems are unions in the schools. The problem is bureaucracy.
  • You’d be crazy to work in a school today. You don’t get to do what you want. You don’t get to pick your books, your curriculum. You get to teach one narrow specialization. Who would ever want to do that?
  • ...2 more annotations...
  • It’s bad only if it lulls us into thinking we’re doing something to solve the problem with education.
  • The trouble is that education’s sociopolitical problems — its bureaucracies, its stakeholders, its poverty, as well as the sheer mass of the industry — are exactly what makes building a disruptive business around education so difficult.
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