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Mrs. Lail2

How Self-Expression Damaged My Students - Robert Pondiscio - The Atlantic - 47 views

www.theatlantic.com/...262656

education English Writing

shared by Mrs. Lail2 on 25 Sep 12 - No Cached
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • ...7 more annotations...
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
  • But good writers don't just do stuff. They know stuff. They have knowledge of the world that enlivens their prose and provides the ability to create examples and analogies. They have big vocabularies and solid command of the conventions of language and grammar. And if this is not explicitly taught, it will rarely develop by osmosis among children who do not grow up in language-rich homes.
Michèle Drechsler

Socialbookmarking with Diigo and Education. A survey that could interest you. - 77 views

Please note that this survey is usually taken in 20 minutes, but you can save your partial answers with the "Resume later" button: this would ask you a login and password to save your answers. Then...

socialbookmarking Diigo survey research

started by Michèle Drechsler on 08 Jul 09 4 follow-ups, last by Michèle Drechsler on 11 Jul 09
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

www.nytimes.com/...ar-for-what-it-has-become.html

shared by tthomasuscu on 02 Apr 18 - No Cached
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
  • ...70 more annotations...
  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
Robert Parker

Andragogy - Wikipedia, the free encyclopedia - 36 views

en.wikipedia.org/Andragogy

shared by Robert Parker on 23 Sep 11 - Cached
  • Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term ‘andragogy’ has been used in different times and countries with various connotations
  • Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). Adult learning is problem-centered rather than content-oriented (Orientation). Adults respond better to internal versus external motivators (Motivation). The term has been used by some to allow discussion of contrast between self-directed and 'taught' education
    • GoldenLuca Oake
      GoldenLuca Oake on 08 Oct 12
       
      Andragogy - man-leading as in leading man Pedagogy - child-leading as in leading children
    • Robert Parker
      Robert Parker on 15 Sep 13
       
      I like this term, it reflects much of waht happens in higher education as the springboard for life-long learning
  • maureen greenbaum on 23 Sep 11
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • ...2 more comments...
  • Lauren Rosen on 23 Sep 11
     
    Really not seeing the difference in how children and adults learn here. I have heard the term first about 20 or more years ago. From this definition the principals behind it are no different from those behind what a good learning environment is for all ages. What changes is the content not that the student, regardless of age, leads in their own learning facilitated by a trained practitioner.
  • Maughn Gregory on 23 Sep 11
     
    "Andragogy" is another sexist term, using "andro" = male to stand for all humanity. Why wouldn't it by called "Gynogogy"? Can't we use a different term? Bring the concept up-do-date from 1833?
  • GoldenLuca Oake on 08 Oct 12
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
  • Robert Parker on 15 Sep 13
     
    Andragogy From Wikipedia, the free encyclopedia Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners with the structure of learning experience. The term 'andragogy' has been used in different times and countries with various connotations. Nowadays there exist mainly three understandings: 1. In many countries there is a growing conception of 'andragogy' as the scholarly approach to the learning of adults. In this connotation andragogy is the science of understanding (= theory) and supporting (= practice) lifelong and lifewide education of adults. 2. Especially in the USA, 'andragogy' in the tradition of Malcolm Knowles, labels a specific theoretical and practical approach, based on a humanistic conception of self-directed and autonomous learners and teachers as facilitators of learning. 3. Widely, an unclear use of andragogy can be found, with its meaning changing (even in the same publication) from 'adult education practice' or 'desirable values' or 'specific teaching methods,' to 'reflections' or 'academic discipline' and/or 'opposite to childish pedagogy', claiming to be 'something better' than just 'Adult Education'. The oldest document using the term "Andragogik": Kapp, Alexander (1833): Platon's Erziehungslehre, als Pädagogik für die Einzelnen und als Staatspädagogik. Leipzig. Originally used by Alexander Kapp (a German educator) in 1833, andragogy was developed into a theory of adult education by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used pedagogy (Greek: "child-leading"). Knowles' theory can be stated with six assumptions related to motivation of adult learning:[1][2] Adults need to know the reason for learning something (Need to Know) Experience (including error) provides the basis for learning activities (Foundation). Adults need to be
Terry Elliott

Leadership Day - The Pace of Change - Practical Theory - 0 views

practicaltheory.org/...index.php

shared by Terry Elliott on 13 Jul 09 - Cached
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
  • Terry Elliott on 13 Jul 09
     
    So some thoughts on how to affect change in a timely, and yet, deliberate fashion. * Know why you are changing... and know what you are giving up by making this change. Every change creates winners and losers, so be sure to think through what you gain and what you lose (thanks to Neil Postman for that framework.) which leads to... * Always ask "What is the worst consequence of your best idea?" Do it for two reasons - one, because if you can't live with that consequence, don't do what you planned, but two, because the process of thinking this through will help you (and your team) mitigate the problems and you won't be as surprised when the thing you didn't think of comes up. * Research like crazy. Who has tried what you are doing? Who has tried something close to what you're doing? Who is talking about it? Who is writing about it? Who says the idea is already crazy? There aren't many truly new ideas in education, so figure out the history of your idea and learn from who has come before you. * Get lots of opinions - Come up with a smart, sensible, honest way to explain your idea and then listen. Listen a lot. Listen to the folks who don't like the idea, and ask them why. * Be honest - Don't oversell, don't overpromise, and don't pretend that the idea is perfect. * Build consensus - If only a few people are on-board with the idea, it won't work. But consensus doesn't mean taking something from everyone and sticking it onto the original idea until what you have is the worst of committee-based decisions. It means listening for the truths in what other people are telling you and being willing to make substantive change when it makes sense. * Know when to move forward. Don't let ideas die in committee because the team gets hung up on the final 5% of an idea. * Set realistic expectations for initial success, and then set up a plan to get there. If it's a tech idea -- get the tech right. (Nothing worse than getting everyone excited about a n
Nigel Coutts

More than knowing the right answer - The Learner's Way - 7 views

thelearnersway.net/...-than-knowing-the-right-answer

learner knowing answer

shared by Nigel Coutts on 08 Apr 18 - No Cached
  • Nigel Coutts on 08 Apr 18
     
    Being wise is about so much more than knowing the right answer. Indeed, it can be argued that knowing the right answer can be an obstacle to learning and understanding. As we move further into times where knowledge is ubiquitous and yet truth is increasingly hard to find, merely knowing the right answer can be an impediment. 
Albert B Fernandez

Professor who wrote op-ed urging greater viewpoint diversity finds himself the target o... - 18 views

www.thefire.org/andalism-anonymous-accusations

hooligans civility activism HxA

shared by Albert B Fernandez on 12 Dec 18 - No Cached
  • To get to the truth we have to have disagreement, and we’re not doing that now. The role of education is to elevate us, not necessarily to have solutions but to know how to think, to know how to have discourse, and to know how to debate. That’s why I’m so preoccupied with making sure students get a rounded experience.
  • Think Professors Are Liberal? Try School Administrators.”
  • liberal staff members outnumber their conservative counterparts by the astonishing ratio of 12-to-one.” He also related his concern that on his own campus, the Office of Student Affairs “was organizing many overtly progressive events . . . without offering any programming that offered a meaningful ideological alternative.”
  • ...2 more annotations...
    • Albert B Fernandez
      Albert B Fernandez on 12 Dec 18
       
      CF SC black Dean of Students endorsing BLM
  • his door had been plastered with signs saying things like “QUIT” and “Go teach somewhere else you racist asshat (maybe Charlottesville?).” Personal items that Abrams had posted on his door, including a photo of his newborn son, had been stolen.
  • Albert B Fernandez on 12 Dec 18
     
    "To get to the truth we have to have disagreement, and we're not doing that now. The role of education is to elevate us, not necessarily to have solutions but to know how to think, to know how to have discourse, and to know how to debate. That's why I'm so preoccupied with making sure students get a rounded experience."
Mark Swartz

Presentation: "Creative Commons: What every Educator needs to know" - eLearning Blog Do... - 115 views

www.dontwasteyourtime.co.uk/...t-every-educator-needs-to-know

creativecommons copyright education

shared by Mark Swartz on 03 Dec 10 - No Cached
  • Mark Swartz on 03 Dec 10
     
    From my observations of some student presentations I invigilated recently I know there are clearly issues with students knowing and understanding what is legal and what is not when you use and re-use content or images you find on the Internet. Many of us already know about Creative Commons content and how it works, but I found this presentation, with audio slidecast, that I have also made available to staff and students alike, in the vain hope it'll make a difference. It is well worth listening to the 20 minute slidecast that accompanies this presentation, it brings the static pages to life.
Laura Doto

Final Report: Friendship | DIGITAL YOUTH RESEARCH - 1 views

digitalyouth.ischool.berkeley.edu/book-friendship

Aristotle Friendship teens adolescents online network

shared by Laura Doto on 23 Jun 09 - Cached
  • Social relations—not simply physical space—structure the social worlds of youth.
    • Laura Doto
      Laura Doto on 23 Jun 09
       
      A critical conclusion to be realized that can inform our assumptions as educators.
  • When teens are involved in friendship-driven practices, online and offline are not separate worlds—they are simply different settings in which to gather with friends and peers
  • these dynamics reinforce existing friendship patterns as well as constitute new kinds of social arrangements.
  • ...43 more annotations...
  • Homophily describes the likelihood that people connect to others who share their interests and identity.
  • One survey of Israeli teens suggests that those who develop friendships online tend toward less homogenous connections than teens who do not build such connections
  • Teens frequently use social media as additional channels of communication to get to know classmates and turn acquaintances into friendships.
  • Some teens—especially marginalized and ostracized ones—often relish the opportunity to find connections beyond their schools. Teens who are driven by specific interests that may not be supported by their schools, such as those described in the Creative Production and Gaming chapters, often build relationships with others online through shared practice.
  • there are plenty of teens who relish the opportunity to make new connections through social media, this practice is heavily stigmatized
  • the public myths about online “predators” do not reflect the actual realities of sexual solicitation and risky online behavior (Wolak et al. 2008). Not only do unfounded fears limit teenagers unnecessarily, they also obscure preventable problematic behavior
  • As she described her typical session on Photobucket, it became clear that a shared understanding of friendship and romance was being constructed by her and other Photobucket users:
  • The fact that they draw from all of these sources suggests that youth’s friendship maintenance is in tune with a discourse of love and friendship that is being widely displayed and (re)circulated.
  • “It’s like have you noticed that you may have someone in your Top 8 but you’re not in theirs and you kinda think to yourself that you’re not as important to that person as they are to you . . . and oh, to be in the coveted number-one spot!”
  • Taking someone off your Top 8 is your new passive-aggressive power play when someone pisses you off.
  • Top Friends are persistent, publicly displayed, and easily alterable. This makes it difficult for teens to avoid the issue or make excuses such as “I forgot.” When pressured to include someone, teens often oblige or attempt to ward off this interaction by listing those who list them
  • Other teens avoid this struggle by listing only bands or family members. While teens may get jealous if other peers are listed, family members are exempt from the comparative urge.
  • to avoid social drama with her friends:
  • The Top Friends feature is a good example of how structural aspects of software can force articulations that do not map well to how offline social behavior works.
  • teens have developed a variety of social norms to govern what is and is not appropriate
  • The problem with explicit ranking, however, is that it creates or accentuates hierarchies where they did not exist offline, or were deliberately and strategically ambiguous, thus forcing a new set of social-status negotiations. The give-and-take over these forms of social ranking is an example of how social norms are being negotiated in tandem with the adoption of new technologies, and how peers give ongoing feedback to one another as part of these struggles to develop new cultural standards.
  • While teen dramas are only one component of friendship, they are often made extremely visible by social media. The persistent and networked qualities of social media alter the ways that these dramas play out in teen life. For this reason, it is important to pay special attention to the role that social media play in the negotiation of teen status.
  • primarily a continuation of broader dramas.
  • social media amplify dramas because they extend social worlds beyond the school.
  • Gossip and rumors have played a role in teen struggles for status and attention since well before social media entered the scene
  • social media certainly alter the efficiency and potential scale of interactions. Because of this, there is greater potential for gossip to spread much further and at a faster pace, making social media a culprit in teen drama. While teen gossip predates the Internet, some teens blame the technologies for their roles in making gossip easier and more viral
  • That’s what happened with me and my friends. We got into a lot of drama with it and I was like, anyone can write anything. It can be fact, fiction. Most people, what they read they believe. Even if it’s not true (C.J. Pascoe, Living Digital).
  • finds the News Feed useful “because it helps you to see who’s keeping track of who and who’s talking to who.” She enjoys knowing when two people break up so that she knows why someone is upset or when she should reach out to offer support. Knowing this information also prevents awkward conversations that might reference the new ex. While she loves the ability to keep up with the lives of her peers, she also realizes that this means that “everybody knows your business.”
  • Some teens find the News Feed annoying or irrelevant. Gadil, an Indian 16-year-old from Los Angeles, thinks that it is impersonal while others think it is downright creepy. For Tara, a Vietnamese 16-year-old from Michigan, the News Feed takes what was public and makes it more public: “Facebook’s already public. I think it makes it way too like stalker-ish.” Her 18-year-old sister, Lila, concurs and points out that it gets “rumors going faster.” Kat, a white 14-year-old from Salem, Massachusetts, uses Facebook’s privacy settings to hide stories from the News Feed for the sake of appearances.
  • While gossip is fairly universal among teens, the rumors that are spread can be quite hurtful. Some of this escalates to the level of bullying. We are unable to assess whether or not bullying is on the rise because of social media. Other scholars have found that most teens do not experience Internet-driven harassment (Wolak, Mitchell, and Finkelhor 2007). Those who do may not fit the traditional profile of those who experience school-based bullying (Ybarra, Diener-West, and Leaf 2007), but harassment, both mediated and unmediated, is linked to a myriad of psychosocial issues that includes substance use and school problems (Hinduja and Patchin 2008; Ybarra et al. 2007).
  • Measuring “cyberbullying” or Internet harassment is difficult, in part because both scholars and teens struggle to define it. The teens we interviewed spoke regularly of “drama” or “gossip” or “rumors,” but few used the language of “bullying” or “harassment” unless we introduced these terms. When Sasha, a white 16-year-old from Michigan, was asked specifically about whether or not rumors were bullying, she said: I don’t know, people at school, they don’t realize when they are bullying a lot of the time nowadays because it’s not so much physical anymore. It’s more like you think you’re joking around with someone in school but it’s really hurting them. Like you think it’s a funny inside joke between you two, but it’s really hurtful to them, and you can’t realize it anymore. Sasha, like many of the teens we interviewed, saw rumors as hurtful, but she was not sure if they were bullying. Some teens saw bullying as being about physical harm; others saw it as premeditated, intentionally malicious, and sustained in nature. While all acknowledged that it could take place online, the teens we interviewed thought that most bullying took place offline, even if they talked about how drama was happening online.
  • it did not matter whether it was online or offline; the result was still the same. In handling this, she did not get offline, but she did switch schools and friend groups.
  • Technology provides more channels through which youth can potentially bully one another. That said, most teens we interviewed who discussed being bullied did not focus on the use of technology and did not believe that technology is a significant factor in bullying.
  • They did, though, see rumors, drama, and gossip as pervasive. The distinction may be more connected with language and conception than with practice. Bianca, a white 16-year-old from Michigan, sees drama as being fueled by her peers’ desire to get attention and have something to talk about. She thinks the reason that people create drama is boredom. While drama can be hurtful, many teens see it simply as a part of everyday social life.
  • Although some drama may start out of boredom or entertainment, it is situated in a context where negotiating social relations and school hierarchies is part of everyday life. Teens are dealing daily with sociability and related tensions.
  • Tara thinks that it emerges because some teens do not know how to best negotiate their feelings and the feelings of others.
  • Teens can use the ability to publicly validate one another on social network sites to reaffirm a friendship.
  • So, while drama is common, teens actually spend much more time and effort trying to preserve harmony, reassure friends, and reaffirm relationships. This spirit of reciprocity is common across a wide range of peer-based learning environments we have observed.
  • From this perspective, commenting is not as much about being nice as it is about relying on reciprocity for self-gain
  • That makes them feel like they’re popular, that they’re getting comments all the time by different people, even people that they don’t know. So it makes them feel popular in a way (Rural and Urban Youth).
  • Gossip, drama, bullying, and posing are unavoidable side effects of teens’ everyday negotiations over friendship and peer status. What takes place in this realm resembles much of what took place even before the Internet, but certain features of social media alter the dynamics around these processes. The public, persistent, searchable, and spreadable nature of mediated information affects the way rumors flow and how dramas play out. The explicitness surrounding the display of relationships and online communication can heighten the social stakes and intensity of status negotiation. The scale of this varies, but those who experience mediated harassment are certainly scarred by the process. Further, the ethic of reciprocity embedded in networked publics supports the development of friendships and shared norms, but it also plays into pressures toward conformity and participation in local, school-based peer networks. While there is a dark side to what takes place, teens still relish the friendship opportunities that social media provide.
  • While social warfare and drama do exist, the value of social media rests in their ability to strengthen connections. Teens leverage social media for a variety of practices that are familiar elements of teen life: gossiping, flirting, joking around, and hanging out. Although the underlying practices are quite familiar, the networked, public nature of online communication does inflect these practices in new ways.
  • Adults’ efforts to regulate youth access to MySpace are the latest example of how adults are working to hold on to authority over teen socialization in the face of a gradual erosion of parental influence during the teen years.
  • learning how to manage the unique affordances of networked sociality can help teens navigate future collegiate and professional spheres where mediated interactions are assumed.
  • articulating those friendships online means that they become subject to public scrutiny in new ways;
  • This makes lessons about social life (both the failures and successes) more consequential and persistent
  • make these dynamics visible in a more persistent and accessible public arena.
  • co-constructing new sets of social norms together with their peers and the efforts of technology developers. The dynamics of social reciprocity and negotiations over popularity and status are all being supported by participation in publics of the networked variety as formative influences in teen life. While we see no indication that social media are changing the fundamental nature of these friendship practices, we do see differences in the intensity of engagement among peers, and conversely, in the relative alienation of parents and teachers from these social worlds.
  • Laura Doto on 23 Jun 09
     
    MacArthur Foundation Study - Friendship chapter
Jon Tanner

What's the point of media specialists...? on School Library Journal - 49 views

www.schoollibraryjournal.com/...1860043986.html

neverendingsearch lms media specialist socialmedia

shared by Jon Tanner on 03 Dec 09 - Cached
  • Jon Tanner on 03 Dec 09
     
    "Joyce Valenza Ph.D On the librarian: What's the point . . ? The Twitter conversation April 30, 2009 @karlfisch: What's the point of having a media specialist if they aren't specialists in the media forms of the day? I was nearly finished copying and pasting, figuring out how best to post Tuesday's Twitter conversation, when I discovered that Karl Fisch (@karlfisch), who kinda started it all, already took care of that. (You likely know of Karl's very popular and provocative videos.) I am still not sure how best to frame this conversation on the place of the information/media specialist in today's school. What is clear is that a lot of smart people--people who are out there teaching, speaking, moving, and shaking--are disappointed in what they see when they see school librarians. Either we have a perception problem or we need to do some serious retooling. I'd say we have to deal with both. In a hurry. Being an information (or media) specialist today means being an expert in how information and media flow TODAY! It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms. It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools. Forgive me if it hurts. In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today. Tuesday's conversation happened in the open, on Twitter. We need to be aware that these conversations are happening where we cannot hear them--at conferences, at Board and cabinet meetings. We also need to make sure that our voices are heard and that we hear the voices of others in places like Twitter, where so many educational leaders and thinkers are chatting about us and many other things. I've selected the remarks that resonated loudest for me. (I've shuffled a bit, but you can visit Karl'
Aaron Shaw

First Days of School - 70 views

www.kimskorner4teachertalk.com/...firstday.html

firstday activities teaching school

shared by Aaron Shaw on 29 Aug 10 - Cached
  • Aaron Shaw on 29 Aug 10
     
    This is something that often gets overlooked. Although the students know your name, they do not know you. Let them know some things about you. Let them know where your grew up, where you went to school, your teaching background and how long you have been teaching.
Carol Ansel

The Daring Librarian: Wikipedia is not wicked! - The Answer Sheet - The Washington Post - 70 views

www.washingtonpost.com/...gIQAYWSF8J_blog.html

wikipedia washintonpost daringlibrarian encyclopedia research

shared by Carol Ansel on 08 Sep 11 - No Cached
  • Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!
  • 4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss  |  05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F
  • Carol Ansel on 08 Sep 11
     
    Excellent perspective on "The 'W' Word" - use it wisely for what it is - high school and college kids shouldn't be citing any general knowledge encyclopedias for serious research - but that doesn't mean there aren't some excellent uses for it.
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
Jeff Andersen

Personal Knowledge Mastery - 25 views

jarche.com/pkm

personal knowledge mastery

shared by Jeff Andersen on 07 Dec 16 - No Cached
  • Jeff Andersen on 07 Dec 16
     
    Personal Knowledge Mastery PKM is a set of processes, individually constructed, to help each of us make sense of our world, work more effectively, and contribute to society. PKM means taking control of your professional development, and staying connected in the network era, whether you are an employee, self-employed, or between jobs. Personal - according to one's abilities, interests & motivation. (not directed by external forces) Knowledge - understanding information and experience in order to act upon it. (know what, know who, know how) Mastery - the journey from apprentice to disciplined sense-maker and knowledge catalyst. (masters do not need to be managed)
Maureen Greenbaum

Do Teachers Need to Relearn How to Learn? - Redefining my role: Teacher as student - 165 views

salsichteach.edublogs.org/...s-need-to-relearn-how-to-learn

shared by Maureen Greenbaum on 09 Jan 12 - No Cached
Kate Pok and MisterD liked it
  • if a teacher can do a few basic computer skills (format in MS Word, copy and paste, attach a document to an email or upload a photo, and perhaps add a hyperlink) they should be able to transfer that knowledge across various internet programs.
  • Teachers sometimes express surprise when a student can’t write a response to a question that is virtually the same as one they answered the day before simply because it is worded differently. Yet teachers can’t apply what they know about Facebook (or shutterfly, gmail, youtube, etc.) to use edmodo or a wiki? I’m not saying they should be able to master a new program immediately – like anything new it takes time, but they should have the flexibility of thinking to apply what they already know. If teachers can’t transfer their knowledge, how are they going to teach students to do so?
  • Learners are no longer dependent on learning directly from an expert, the information is literally at their fingertips, they just need to know how to access it. And most important, learners of all ages need to be the drivers of their learning. Just like our students, teachers need to seek answers through active exploration. Again, if we are not independent learners, how can we expect our students to be?
  • ...2 more annotations...
  • Dependent on PD
  • Besides the lack of time and/or motivation, I’m beginning to wonder if teachers really know how to learn new skills independently. We come from a system of education where everything was fed to us. As a student (even through my master’s degree), if I was told I needed to learn something there was a clear process I had to go through to learn it; sign up (and pay) for the right course with the available expert, buy some textbooks, go to class, follow directions, and collect my credits to show that I had learned it. Most PD follows a similar process (although greatly abbreviated). So that is the paradigm that teachers have for their own learning – they feel that they need to be taught something in order to learn it. I’m not sure that they know there is now another way to learn, especially where learning about technology is concerned. But how would they know this new way of learning if it’s rarely been modeled for them? And if this is how they view their own learning, can we really expect them to teach students how to be independent learners?
  • Eric Arbetter on 09 Jan 12
     
    Great insight and reflection on how we learn and how we expect our students to learn.
  • MisterD on 09 Jan 12
     
    Main points are in a slideshow here: http://www.slideshare.net/sdimbert/relearn
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.
Robin Hawley-Brillante

Saving from delicious to diigo - 156 views

Thanks Marianne! But I don't understand -- the google doc link I included in my original message shows you how to automatically save from diigo to delicious, but not from delicious to diigo. Whic...

diigo skills delicious social_bookmarking

started by Robin Hawley-Brillante on 08 Jul 09 3 follow-ups, last by Robin Hawley-Brillante on 14 Jul 09
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenge... - 119 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division.
  • But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
Jenny Gough

An Introduction to Inquiry-Based Learning - 122 views

www.techsoup.org/...page10004.cfm

shared by Jenny Gough on 17 Jul 12 - Cached
  • Jenny Gough on 17 Jul 12
     
    "What kinds of questions make for good inquiry-based projects? As we said, they must first be questions that the kids truly care about because they come up with them themselves. In addition, good questions share the following characteristics: The questions must be answerable. "What is the poem 'Dream Deferred' based on?" is answerable. "Why did Langston Hughes write it?" may be answerable if such information exists, or if the students have some relevant and defensible opinions. "Why did he choose this particular word in line six?" is not answerable because the only person likely to know such a specific answer is Hughes himself, now deceased. The answer cannot be a simple fact. "In what year was Lincoln killed?" doesn't make for a very compelling project because you can just look it up in any number of books or Web sites. "What factors caused the assassination attempt?" might be a good project because it will require research, interpretation, and analysis. The answer can't already be known. "What is hip-hop music?" is a bit too straightforward and the kids are not likely to learn much more than they know already. "What musical styles does hip-hop draw from and how?" offers more opportunity for exploration. The questions must have some objective basis for an answer. "Why is the sky blue?" can be answered through research. "Why did God make the sky blue?" cannot because it is a faith-based question. Both are meaningful, valid, real questions, but the latter isn't appropriate for an inquiry-based project. "What have people said about why God made the sky blue?" might be appropriate. Likewise, "Why did the dinosaurs become extinct?" is ultimately unanswerable in that form because no humans were around to know for sure, but "What do scientists believe was the reason for their extinction?" or "What does the evidence suggest about the cause?" will work. Questions based on value judgments don't work for similar reasons. You can't objectively answer "Is Hamle
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