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Dean Whaley

iowaonlinelearning - Teaching Standards - 27 views

iowaonlinelearning.wikispaces.com/Teaching+Standards

shared by Dean Whaley on 12 Jul 11 - No Cached
  • Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
    • Dean Whaley
      Dean Whaley on 12 Jul 11
       
      What I see in these is that many of these we should be doing already.
  • AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
Diane Royer

Session and Workshop Handouts - 102 views

itec-ia.org/...session_and_workshop_handouts

technology education iowa

shared by Diane Royer on 11 Oct 09 - Cached
  • Diane Royer on 11 Oct 09
     
    Conference handouts for ITEC Iowa conference.
Steve Ransom

Study proves conclusively that violent video game play makes more aggressive kids | Eur... - 27 views

esciencenews.com/...lay.makes.more.aggressive.kids

violence videogames study research

shared by Steve Ransom on 03 Mar 10 - Cached
  • Steve Ransom on 03 Mar 10
     
    method -- that is experimental, correlational, or longitudinal -- and regardless of the cultures tested in this study [East and West], you get the same effects," said Anderson, who is also director of Iowa State's Center for the Study of Violence. "And the effects are that exposure to violent video games increases the likelihood of aggressive behavior in both short-term and long-term contexts. Such exposure also increases aggressive thinking and aggressive affect, and decreases prosocial behavior."
Vicky Gawor

Facebook's New Data Center Will Be Powered by the Wind | Earth911.com - 13 views

earth911.com/...facebook-data-center-iowa

shared by Vicky Gawor on 11 Feb 14 - No Cached
    • Vicky Gawor
      Vicky Gawor on 11 Feb 14
       
      This article is important for 5th graders
mbardoe

Weblogg-ed » The New Story…Who's Doing It? - 20 views

weblogg-ed.com/...the-new-storywhos-doing-it

school technology education

shared by mbardoe on 29 Jul 10 - Cached
  • Science Leadership Academy, High Tech High, CIS 339 in New York City, VanMeter High School in Iowa, and Hunterdon Central High School, my old stomping grounds here in NJ
  • Poughkeepsie Day School i
  • mbardoe on 29 Jul 10
     
    Can we make a list please....
Brian Unruh

Welcome to AEA 267 - 0 views

www.aea267.k12.ia.us

shared by Brian Unruh on 12 May 09 - Cached
  • Congratulations to Helen Hinders, Aplington-Parkersburg Middle School; Krista State, CAL Elementary of Latimer; and Larry Thompson, Four Oaks in Mason City who are this year’s AEA 267 Outstanding Paraeducator Award winners.
  • Visit the AEA booth at the Iowa State Fair
Stephanie Gray

Student Resource Center Gold Document - 0 views

find.galegroup.com/...retrieve.do

shared by Stephanie Gray on 24 Apr 09 - Cached
  • Buffalo Ridge is a plateau stretching 150 miles from Sisseton, S.D. to Storm Lake, Iowa. There, amid corn and soybean crops, some 670 wind turbines spin steady gusts of wind into energy. Over the course of a year an average of 1 billion kilowatt-hours can be generated, enough for 172,000 households.
    • Stephanie Gray
      Stephanie Gray on 24 Apr 09
       
      Testing out the use of Diigo in the databases.
Galadriel Chilton

Teaching Goals Inventory - 86 views

fm.iowa.uiowa.edu/...data_entry.xsl

inventory assessment teaching cst110 EmbeddedLibrarian

shared by Galadriel Chilton on 04 May 10 - Cached
  • Galadriel Chilton on 04 May 10
     
    Generate a list of assessment tools based on learning outcomes and desired student learning.
Erica Larson

online1: Iowa Online Teaching Standards - 42 views

205.221.40.124/...view.php

shared by Erica Larson on 20 Jan 11 - Cached
fcsdjc liked it
  • cognitivism
  • 7Has experienced onl in e learning from the perspective of a student
  • models clear expectations for appropriate behavior and proper interaction (SREB D.6, ITS 6.b)
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!
Laura Clausen

Race to the Top evens playing field, challenges teachers | The Iowa Center for Public A... - 16 views

www.iowawatch.org/?p=4236

shared by Laura Clausen on 30 Jun 11 - No Cached
    • Laura Clausen
      Laura Clausen on 30 Jun 11
       
      I wonder if our focus on standardized tests will pollute our focus on what's best for our children - especially expectation learners.
trisha_poole

Phonetics: The Sounds of English and Spanish - The University of Iowa - 31 views

www.uiowa.edu/phonetics

ESL TESOL english pronunciation education language linguistics phonetics eslresources onlineresources EML426 tools

shared by trisha_poole on 10 Jan 11 - Cached
  • trisha_poole on 10 Jan 11
     
    This site contains libraries of phonetic sounds of English, German, and Spanish. Available for each consonant and vowel is an animated articulatory diagram, a step-by-step description, and video-audio of the sound spoken in context. It is intended for students of phonetics, linguistics, and foreign language. There is also an interactive diagram of the articulatory anatomy.
Rhona Polonsky

connected classroom - 49 views

Hi Patricia, I would be interested. I am a MS librarian at the American International School in Johannesburg, South Africa. The only problem is time. Maybe we could share info another way: facebook...

connected classroom geography

started by Patricia ErkenBrack on 18 Dec 15 1 follow-up, last by Rhona Polonsky on 24 Jan 16
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