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Leilani Bonds

Positive Influence - 31 views

shared by Leilani Bonds on 07 Mar 16 - No Cached
Javier E

Obama's War on Inequality - The New York Times - 16 views

www.nytimes.com/...obamas-war-on-inequality.html

inequality Democratic party gop great depression New Deal obama obamacare

shared by Javier E on 20 May 16 - No Cached
  • what can policy do to limit inequality? The answer is, it can operate on two fronts. It can engage in redistribution, taxing high incomes and aiding families with lower incomes. It can also engage in what is sometimes called “predistribution,” strengthening the bargaining power of lower-paid workers and limiting the opportunities for a handful of people to make giant sums.
  • We can see this in our own history. The middle-class society that baby boomers like me grew up in didn’t happen by accident; it was created by the New Deal, which engineered what economists call the “Great Compression,” a sharp reduction in income gaps.
  • Obamacare provides aid and subsidies mainly to lower-income working Americans, and it pays for that aid partly with higher taxes at the top. That makes it an important redistributionist policy — the biggest such policy since the 1960s.
  • ...4 more annotations...
  • between those extra Obamacare taxes and the expiration of the high-end Bush tax cuts made possible by Mr. Obama’s re-election, the average federal tax rate on the top 1 percent has risen quite a lot. In fact, it’s roughly back to what it was in 1979, pre-Ronald Reagan, something nobody seems to know.
  • What about predistribution? Well, why is Mr. Trump, like everyone in the G.O.P., so eager to repeal financial reform? Because despite what you may have heard about its ineffectuality, Dodd-Frank actually has put a substantial crimp in the ability of Wall Street to make money hand over fist.
  • these medium-size steps put the lie to the pessimism and fatalism one hears all too often on this subject. No, America isn’t an oligarchy in which both parties reliably serve the interests of the economic elite.
  • Money talks on both sides of the aisle, but the influence of big donors hasn’t prevented the current president from doing a substantial amount to narrow income gaps — and he would have done much more if he’d faced less opposition in Congress.
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.
amberdewire

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

feedback assessment teaching formative UBD Wiggins

shared by amberdewire on 03 Oct 12 - No Cached
  • Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
  • Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
  • Feedback Essentials
  • ...25 more annotations...
  • Goal-Referenced
  • Tangible and Transparent
  • Actionable
  • User-Friendly
  • Timely
  • Ongoing
  • Consistent
  • Progress Toward a Goal
  • But There's No Time!"
  • remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
  • learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
  • I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
  • research shows that less teaching plus more feedback is the key to achieving greater learning.
  • Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
  • Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
  • Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
  • Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
  • Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
  • . Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
  • how we are doing in our efforts to reach a goal.
  • get another opportunity to receive and learn from the feedback.
  • computer games
  • quickly adapt
  • ack, do you have some ideas about how to improve?" This approach will build greater autono
  • ck, do you have some ideas about how to improve?" This approach will build greater autono
  • Mark Gleeson on 03 Oct 12
     
    Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't.
  • amberdewire on 05 Aug 15
     
    Effective Feedback - Grant Wiggins
Steve Garwood

Authors@Google: Dr. John Medina - YouTube - 0 views

www.youtube.com/watch

instructional_design brain_rules

shared by Steve Garwood on 14 May 12 - Cached
  • In Brain Rules, molecular biologist Dr. John Medina shares his lifelong interest in how the brain sciences might influence the way we teach our children and the way we work.
Daniel Spielmann

How Online Innovators Are Disrupting Education - Jason Orgill and Douglas Hervey - Harv... - 122 views

blogs.hbr.org/...nline_innovators_are_disr.html

shared by Daniel Spielmann on 09 Nov 11 - No Cached
  • flips education on its head
    • Daniel Spielmann
      Daniel Spielmann on 09 Nov 11
  • First, online education isn't the one and only teaching tool.
  • Second, online education integration will help teachers make a more impactful influence on students.
  • ...4 more annotations...
  • concern — that teachers will become less relevant
  • higher quality education
  • The real problem lies in the effects standardized education has had on a student's internal and external motivation.
  • insufficient money, the teachers' unions, and large classroom size, all relevant issues, are not the root cause of our schools' troubles.
Roland Gesthuizen

Innovating Pedagogy | Open University Innovations Report #1 - 0 views

www.open.ac.uk/innovating

pedagogy report teaching learning edutech

shared by Roland Gesthuizen on 23 Jul 12 - No Cached
  • The first report proposes ten innovations that are already in currency but have not yet had a profound influence on education.  You can see a summary of each innovation at the menu on the right.
  • Roland Gesthuizen on 23 Jul 12
     
    "The series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation."
BalancEd Tech

Seven Tips for Maximizing the Impact of PD - Houston, TX, United States, ASCD EDge Blog... - 50 views

edge.ascd.org/...127586.html

shared by BalancEd Tech on 02 Aug 12 - No Cached
  • Current research indicates that teacher expertise is the most significant school-based influence on student learning.
    • BalancEd Tech
      BalancEd Tech on 02 Aug 12
       
      Expertise in what? Content, pedagogy, technology integration, child psychology, empathizing, formative assessment, ...
  • Model what you expect teachers to do.
wnuneville

Jay-Z's Influence on the Nets Eclipses His Ownership Stake - NYTimes.com - 23 views

www.nytimes.com/...ebrity-investors-playbook.html

nytimes jay z news

shared by wnuneville on 16 Aug 12 - No Cached
    • wnuneville
      wnuneville on 16 Aug 12
       
      Great article to use for Economics
Glenda Baker

The ecstasy of influence: A plagiarism, By Jonathan Lethem (Harper's Magazine) - 80 views

harpers.org/...0081387

plagarism attribution citation

shared by Glenda Baker on 20 Nov 11 - Cached
  • courts were asked whether the photographer, amateur or professional, required permission before he could capture and print an image. Was the photographer stealing from the person or building whose photograph he shot, pirating something of private and certifiable value? Those early decisions went in favor of the pirates.
  • Thomas Jefferson, for one, considered copyright a necessary evil: he favored providing just enough incentive to create, nothing more, and thereafter allowing ideas to flow freely, as nature intended.
  • In the contemporary world, though, the act of “copying” is in no meaningful sense equivalent to an infringement—we make a copy every time we accept an emailed text, or send or forward one—and is impossible anymore to regulate or even describe.
  • ...1 more annotation...
  • The notion of a collage text
  • Glenda Baker on 20 Nov 11
     
    A great article that challenges what most of us consider acceptable attribution practices by tracing some interesting examples of known works & creators.
Matt Renwick

Why Do Teachers Quit? - Liz Riggs - The Atlantic - 41 views

www.theatlantic.com/...280699

teachers teacher retention turnover article

shared by Matt Renwick on 31 Dec 13 - No Cached
  • A range of factors influences teacher retention, according to Ingersoll’s research, but he tells me that the way administration deals with both students and teachers has a “huge effect” on teacher satisfaction.
  • Ingersoll has also done extensive research on beginning teacher support and found that teachers who have even just two small initiatives in place (working with a mentor and having regular supportive communication with an administrator) are more likely to stay in the classroom.
N Kolnik

Balkan Institute Sarajevo 2014 - 8 views

http://www.balkaninstitute.com/sarajevo.html A two-week intensive course, taking place in downtown Sarajevo, on the 100th anniversary of the Archduke's assassination, focusing on how the past has i...

history professional development education

started by N Kolnik on 20 Mar 14 no follow-up yet
Elizabeth Amrien

New Eastern Europe - The Lingering of the Past - 12 views

www.neweasterneurope.eu/1067

Europe Marci Shore

shared by Elizabeth Amrien on 16 Dec 13 - No Cached
  • The idea that Eastern Europe was, or is, a passive recipient of influences coming from the West is not the way life works; there is always an encounter, often an uncomfortable one. In one of Father Józef Tischner’s essays there's a beautiful passage in which he says that the encounter is a moment that initiates a particular drama, the course of which cannot be foreseen. I think that what happened in 1989 was not the filling of an empty space but rather that kind of encounter.
  • Krytyka Polityczna.
  • notion of a socially engagé intelligentsia who believes that ideas are to be lived.
  • ...9 more annotations...
  • One of the things that made Solidarność so remarkable was that "Solidarity" was not just a slogan or a philosophy: the movement involved an empirical overcoming of long-standing divides between right and left, Catholics and Marxists; workers and intellectuals.
  • What the various totalitarian experiments tell us quite clearly is that most people most of the time are formed by the circumstances in which they find themselves. That does not mean that individual personality variables do not exist, or that there will not always be exceptions. There will always be extraordinary people like Władysław Bartoszewski, who seems to have emerged from childhood with an uncanny moral lucidity. But as a general rule: if you put people in bad circumstances, you will not, on a large scale, get good outcomes.
  • I wanted to write about historical periods prior to1989. But I was, of course, personally experiencing the post-Communist period: as I was sitting in the archives reading about the 1930s, I was also living in the 1990s. So I had this dual experience of discovering the past along with the present.
  • The Taste of Ashes is about how the past lingers and about what the afterlife of totalitarianism has been.
  • One of the first, most naïve questions I wanted to understand was: Why was there no “happily ever after”?
  • I thought that coming to Eastern Europe would be like arriving at a non-stop party, that everybody would be celebrating his or her liberation. Of course, it was nothing like that. The 1990s were in some ways not very happy times at all. There was a sense that now people were suffering and being exploited in entirely different ways from the ways in which they had suffered and been exploited under communism. And there was a sense of the past as tormenting.  
  • In some ways this book is my attempt to explain why the fall of communism in Eastern Europe was not a fairy tale's happy ending.
  • I think this kind of attempt to find a safe place for ourselves in the world will always fail. There is something rootless about the human condition.
  • The idea that Eastern Europe after communism was an empty space to be filled with things borrowed from the West is not convincing.
Matt Renwick

Don't Judge a Book by its Cover: Tech-Savvy Teens Remain Fans of Print Books - 32 views

www.nielsen.com/...emain-fans-of-print-books.html

shared by Matt Renwick on 21 Dec 14 - No Cached
  • teens' penchant for borrowing and sharing books rather than purchasing them
  • The biggest single source of influence for teen readers is enjoying an author’s previous books.
  • their paths to discovery are more dependent on word of mouth—and for today's connected teens, this often means social media.
  • ...1 more annotation...
  • U.S. consumers over the age of 18 buy nearly 80% of young adult books, both print and digital.
  • Matt Renwick on 21 Dec 14
     
    mattrenwick.com 
Kenuvis Romero

Memory - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Memory

shared by Kenuvis Romero on 23 Jun 13 - No Cached
  • Encoding of working memory involves the spiking of individual neurons induced by sensory input, which persists even after the sensory input disappears (Jensen and Lisman 2005; Fransen et al. 2002). Encoding of episodic memory involves persistent changes in molecular structures that alter synaptic transmission between neurons. Examples of such structural changes include long-term potentiation (LTP) or spike-timing-dependent plasticity (STDP). The persistent spiking in working memory can enhance the synaptic and cellular changes in the encoding of episodic memory (Jensen and Lisman 2005).
  • Recent functional imaging studies detected working memory signals in both medial temporal lobe (MTL), a brain area strongly associated with long-term memory, and prefrontal cortex (Ranganath et al. 2005), suggesting a strong relationship between working memory and long-term memory. However, the substantially more working memory signals seen in the prefrontal lobe suggest that this area play a more important role in working memory than MTL (Suzuki 2007).
  • Consolidation and reconsolidation. Short-term memory (STM) is temporary and subject to disruption, while long-term memory (LTM), once consolidated, is persistent and stable. Consolidation of STM into LTM at the molecular level presumably involves two processes: synaptic consolidation and system consolidation. The former involves a protein synthesis process in the medial temporal lobe (MTL), whereas the latter transforms the MTL-dependent memory into an MTL-independent memory over months to years (Ledoux 2007). In recent years, such traditional consolidation dogma has been re-evaluated as a result of the studies on reconsolidation. These studies showed that prevention after retrieval affects subsequent retrieval of the memory (Sara 2000). New studies have shown that post-retrieval treatment with protein synthesis inhibitors and many other compounds can lead to an amnestic state (Nadel et al. 2000b; Alberini 2005; Dudai 2006). These findings on reconsolidation fit with the behavioral evidence that retrieved memory is not a carbon copy of the initial experiences, and memories are updated during retrieval.
  • ...4 more annotations...
  • Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain. Influences on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery, and increased neurogenesis in the hippocampus. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities in old age, and the prevention and potential cure of neurological diseases.
  • At the Center for Cognitive Science at Ohio State University, researchers have found that memory accuracy of adults is hurt by the fact that they know more, and have more experience than children, and tend to apply all this knowledge when learning new information. The findings appeared in the August 2004 edition of the journal Psychological Science.
  • Interference can hamper memorization and retrieval. There is retroactive interference, when learning new information makes it harder to recall old information[59] and proactive interference, where prior learning disrupts recall of new information. Although interference can lead to forgetting, it is important to keep in mind that there are situations when old information can facilitate learning of new information. Knowing Latin, for instance, can help an individual learn a related language such as French – this phenomenon is known as positive transfer.[60]
  • Methods to optimize memorization[edit] Memorization is a method of learning that allows an individual to recall information verbatim. Rote learning is the method most often used. Methods of memorizing things have been the subject of much discussion over the years with some writers, such as Cosmos Rossellius using visual alphabets. The spacing effect shows that an individual is more likely to remember a list of items when rehearsal is spaced over an extended period of time. In contrast to this is cramming which is intensive memorization in a short period of time. Also relevant is the Zeigarnik effect which states that people remember uncompleted or interrupted tasks better than completed ones. The so-called Method of loci uses spatial memory to memorize non-spatial information.[72]
Comrad Compadre

Slavoj Žižek - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/...Slavoj_%C5%BDi%C5%BEek

shared by Comrad Compadre on 04 Jul 15 - No Cached
  • Ideology as an unconscious fantasy that structures reality
    • Comrad Compadre
      Comrad Compadre on 04 Jul 15
       
      You want something to be true, perhaps because of some past traumas and maybe a little influence from the media telling you that good always prevails. So you make it your ideology and if you ever end up in a position of even the slightest power, such as a boss at any American company, you make it your mission to tell your employees that they are wrong about their sad ideas and that the right way to go is yours. You're a closeted idealist.
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx

teaching text complexity literacy

shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
Dallas McPheeters

Erikson's Stages of Development at Learning Theories - 24 views

www.learning-theories.com/ons-stages-of-development.html

shared by Dallas McPheeters on 27 Jul 10 - Cached
  • Erikson’s Stages of Development  Erik Erikson, a German psychoanalyst heavily influenced by Sigmund Freud, explored three aspects of identity: the ego identity (self), personal identity (the personal idiosyncrasies that distinguish a person from another, social/cultural identity (the collection of social roles a person might play). Erikson’s psychosocial theory of development considers the impact of external factors, parents and society on personality development from childhood to adulthood. According to Erikson’s theory, every person must pass through a series of eight interrelated stages over the entire life cycle. Infant (Hope) – Basic Trust vs. Mistrust Toddler (Will) – Autonomy vs. Shame Preschooler (Purpose) – Initiative vs. Guilt School-Age Child (Competence) – Industry vs. Inferiority Adolescent (Fidelity) – Identity vs. Identity Diffusion Young Adult (Love) – Intimacy vs. Isolation Middle-aged Adult (Care) – Generativity vs. Self-absorption Older Adult (Wisdom) – Integrity vs. Despair
    • Dallas McPheeters
      Dallas McPheeters on 27 Jul 10
       
      Good information to consider when lesson planning for different age groups to ensure meeting the needs at all ends of the spectrum.
John Howell

Educational Leadership:Literacy 2.0:Teaching Media Literacy - 71 views

www.ascd.org/...Teaching-Media-Literacy.aspx

shared by John Howell on 07 Aug 10 - Cached
    • John Howell
      John Howell on 07 Aug 10
       
      ..."students who are proficient online readers are not necessarily proficient offline readers and vica versa." I think this an interesting consideration that even our strong readers will still need good first instruction on how to read online. Also, those who struggle with the bound book may find more success with online reading is certainly a refreshing thought for those students.
  • the study found that explicit media literacy instruction increased both traditional literacy skills, such as reading comprehension and writing, and more specific media-related skills, including identification of techniques various media use to influence audiences.
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