Skip to main content

Home/ Diigo In Education/ Group items tagged honors

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Glenn Hervieux

Common Core: What Is A "Complex Text" Anyway? | Catlin Tucker, Honors English Teacher - 72 views

catlintucker.com/...-what-is-a-complex-text-anyway

ccss English reading blogpost

shared by Glenn Hervieux on 09 Nov 13 - No Cached
  • Glenn Hervieux on 09 Nov 13
     
    Catlin Tucker clarifies what "Complex Text" is and shares a link for teachers to see what the Lexile Measure is. Read the comments on her post, as a few teachers respond with additional resources.
Tim Cooper

The 2015 Honor Roll: EdTech's Must-Read K-12 IT Blogs | EdTech Magazine - 57 views

www.edtechmagazine.com/...50-must-read-it-blogs-2015

twitter edtech blogs best

shared by Tim Cooper on 22 May 15 - No Cached
  • Tim Cooper on 22 May 15
     
    good list of edtech blogs, some better than others. The list seems to have a wide scope to include all levels and subject areas rather than the best blogs.
Ed Webb

Paperless Tiger « buckenglish - 0 views

buckenglish.wordpress.com/...paperless-tiger

paperless classroom pedagogy teaching technology collaboration connectivism

shared by Ed Webb on 10 Mar 09 - Cached
  • Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader?  Is the paperless classroom also a teacherless paradigm?  The answer is in some regards, yes.  I have removed myself from center stage.  I have relinquished the need to control every class.  I have stopped seeing work as stagnant…completed and submitted by students and then graded by me.  I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together.  My classes are not, however, teacherless, just less about the teaching and more about the learning.  The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
  • In the absence of my control, the students have many choices to make
  • Teachers often say that modern students are lazy.  I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already.  Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
Richard Bradshaw

The Progressive Movement and the Transformation of American Politics | The Heritage Fou... - 33 views

www.heritage.org/...formation-of-american-politics

progressive politics constitution

shared by Richard Bradshaw on 30 Dec 10 - No Cached
  • Government had to be limited both because it was dangerous if it got too powerful and because it was not supposed to provide for the highest things in life.
  • In Progressivism, the domestic policy of government had two main concerns. First, government must protect the poor and other victims of capitalism through redistribution of resources, anti-trust laws, government control over the details of commerce and production: i.e., dictating at what prices things must be sold, methods of manufacture, government participation in the banking system, and so on. Second, government must become involved in the "spiritual" development of its citizens -- not, of course, through promotion of religion, but through protecting the environment ("conservation"), education (understood as education to personal creativity), and spiritual uplift through subsidy and promotion of the arts and culture.
  • Progressives therefore embraced a much more active and indeed imperialistic foreign policy than the Founders did.
  • ...10 more annotations...
  • The trend to turn power over to multinational organizations also begins in this period, as may be seen in Wilson's plan for a League of Nations, under whose rules America would have delegated control over the deployment of its own armed forces to that body.
  • The Progressives wanted to sweep away what they regarded as this amateurism in politics. They had confidence that modern science had superseded the perspective of the liberally educated statesman. Only those educated in the top universities, preferably in the social sciences, were thought to be capable of governing.
  • Government, it was thought, needed to be led by those who see where history is going, who understand the ever-evolving idea of human dignity.
  • Politics in the sense of favoritism and self-interest would disappear and be replaced by the universal rule of enlightened bureaucracy.
  • Today's liberals, or the teachers of today's liberals, learned to reject the principles of the founding from their teachers, the Progressives.
  • That is the disparagement of nature and the celebration of human will, the idea that everything of value in life is created by man's choice, not by nature or necessity.
  • Liberal domestic policy follows the same principle. It tends to elevate the "other" to moral superiority over against those whom the Founders would have called the decent and the honorable, the men of wisdom and virtue. The more a person is lacking, the greater is his or her moral claim on society. The deaf, the blind, the disabled, the stupid, the improvident, the ignorant, and even (in a 1984 speech of presidential candidate Walter Mondale) the sad -- those who are lowest are extolled as the sacred other.
  • The first great battle for the American soul was settled in the Civil War. The second battle for America's soul, initiated over a century ago, is still raging. The choice for the Founders' constitutionalism or the Progressive-liberal administrative state is yet to be fully resolved.
  • The Progressive system managed to gain a foothold in American politics only when it made major compromises with the Founders' constitutionalism.
  • Sober liberal friends of the Great Society would later admit that a central reason for its failure was precisely the fact that it was an expertise-driven engineering project, which had never sought the support or even the acquiescence of popular majorities.
  • Seth Roberts on 31 Dec 10
     
    I hope you know better than to use any resource from such a biased source in the classroom without one from the opposite side, say the Brookings Institution in this case. I found your posting of this article from this anti- free thought organization that is a puppet of big business and the far right on an education site plain wrong.
  • Richard Bradshaw on 31 Dec 10
     
    Well, the truth is I did not intend to share this bookmark with Diigo Education, but somehow it was posted in the group. I had intended it only for myself as part of research I am doing.
Dallas McPheeters

World's Simplest Online Safety Policy by Lisa Nielsen - 88 views

www.techlearning.com/...39012

shared by Dallas McPheeters on 28 May 11 - No Cached
  • Students can access websites that do not contain or that filter mature content. They can use their real names, pictures, and work (as long it doesn’t have a grade/score from a school) with the notification and/or permission of the student and their parent or guardian
  •  Anyone can begin making a difference and contributing real work at any age.
  • what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
  • ...11 more annotations...
  • Rules for tools don’t make sense. Rules for behaviors do.
  • It applies only to minors in places that apply for erate funds
  • The Children's Online Privacy Protection Act of 1998 (COPPA) applies to the online collection of personal information by persons or entities under U.S. jurisdiction from children under 13 years of age.
  • She uses Facebook with her First grade students
  • While children under 13 can legally give out personal information with their parents' permission
  • he Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records
  • Schools may disclose, without consent, information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance.
  • applies to all schools that receive fund
  • addresses children’s education records
  • as long as it is not a grade or score
  • permission is not necessary
  • Dallas McPheeters on 28 May 11
     
    what puts kids at risk are things like: having a lot of conflict with your parents being depressed and socially isolated being hyper communicating with a lot of people who you don't know being willing to talk about sex with people that you don't know having a pattern of multiple risky activities going to sex sites and chat rooms, meeting lots of people there, and behaving like an Internet daredevil.
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!
Jason Kurth

Doreen Wilber - Wikipedia, the free encyclopedia - 25 views

en.wikipedia.org/...Doreen_Wilber

shared by Jason Kurth on 22 Apr 11 - No Cached
  • Work is currently being performed in Jefferson to install a bronze statue in Doreen's honor. Work on the statue is expected to be complete in the Summer of 2011.
    • Jason Kurth
      Jason Kurth on 22 Apr 11
       
      This is my annotation. I personally added this sentence to Doreen's wikipedia page. I saw her shoot her bow and arrow in middle school during an assembly.
Mrs. Lail2

Homework, Sleep, and the Student Brain | Edutopia - 101 views

www.edutopia.org/...nd-student-brain-glenn-whitman

Homework education

shared by Mrs. Lail2 on 26 May 14 - No Cached
  • The biggest contributor to the length of a student's homework is task switching.
  • When a student chooses to check their text, respond and then possibly take an extended dive into social media, they lose a percentage of the learning that has already happened. As a result, when they return to the AP essay or honors geometry proof, they need to retrace their learning in order to catch up to where they were. This jump, between homework and social media, is actually extending the time a student spends on an assignment.
« First ‹ Previous 41 - 50 of 50
Showing 20▼ items per page