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Jeannie Anderson

Common Core State Standards Initiative | Home - 55 views

www.corestandards.org

shared by Jeannie Anderson on 15 Mar 10 - Cached
  • The Common Core State Standards provide a consistent, clear understanding
  • The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
    • Jeannie Anderson
      Jeannie Anderson on 02 Jun 13
       
      How does CCSS provide a consistent, clear understanding of what students are expected to learn? Who is in charge of this curriculum?
  • ...1 more annotation...
  • global economy
  • Linda Piscione on 15 Mar 10
     
    Draft of K-12 curriculum standards as part of the Common Core State Standards Initiative (CCSSI) available for comment
  • ...2 more comments...
  • Linda Piscione on 15 Mar 10
     
    Please excuse any cross-posting.
  • kathy adkisson on 03 Jun 10
     
    Common Core Standards Website
  • Caitlin Gardner on 24 May 12
     
    This is the homepage for the Common Core Standards. All standards k-12 are presented and organized by grade-level and content area. You may want to review the standards and highlight the standards you will need to address. You can then print out those standards you need to address.
  • Marc Patton on 19 Jul 12
     
    The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
warbirds

Elementary Grades K-5 - Debbie Waggoner - 40 views

www.debbiewaggoner.com/elementary-grades-k-5.html

shared by warbirds on 08 Apr 14 - No Cached
  • warbirds on 08 Apr 14
     
    Plenty of grade specific curriculum and resources to aid in teaching the new Math CCSS.  So many links to explore from states across our country.... Make time to explore!!  And if you're a nerd like me, you'll have a blast looking through this wealth of knowledge and resources!
Lanny Hallahan

Mathematics K-10 :: Content - 55 views

syllabus.bos.nsw.edu.au/...content

shared by Lanny Hallahan on 28 Sep 14 - No Cached
  • Lanny Hallahan on 28 Sep 14
     
    NSW SYLLABUSES FOR THE AUSTN. CURRICULUM
Martin Burrett

Under the Bridge Thinking by @_misseaston - 1 views

ukedchat.com/...under-bridge-thinking

shared by Martin Burrett on 18 Nov 18 - No Cached
  • Martin Burrett on 18 Nov 18
     
    "It's the end of the first week of term and it has been so positive. I have tried to spend most of my day being the leader I want to be, engaging the 'spirit energy' (see Peter Drucker). I spent summer reflecting on my values and vision, and I'm fortunate to have been handed the reins for the Curriculum in my school. To realise the vision, I've employed the help of a team of subject leaders, and today I met with them for the first time. I knew this was probably our most important discussion; my opportunity to engage them in the future (see Steve Radcliffe, Future Engage Deliver), and so I spent the week prior to this discussing and reflecting with SLT to ensure I was ready."
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

www.newsweek.com/...the-creativity-crisis.html

shared by Marianne Hart on 13 Jul 10 - Cached
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
      Bill Genereux on 23 Aug 10
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
  • ...23 more annotations...
  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
      Ed Webb on 23 Jul 10
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • Christian Howd on 13 Jul 10
     
    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Josh Flores

Is Google Making Us Stupid? - Magazine - The Atlantic - 48 views

www.theatlantic.com/...6868

shared by Josh Flores on 09 Nov 10 - Cached
    • donheberer85
      donheberer85 on 30 Mar 11
       
      I love the picture
    • Josh Flores
      Josh Flores on 10 May 11
       
      I think we forget to ADD our knowledge to the "great database" in the sky. Maybe our curriculum needs more of this?
  • Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes
  • ...2 more annotations...
  • media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought
  • chipping away my capacity for concentration and contemplation
    • Josh Flores
      Josh Flores on 10 May 11
       
      Another challenge and another reason to totally re-haul the way curriculum is developed and delivered.
  • Brian Mull on 09 Nov 10
     
    ""Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?" So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick's 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial " brain. "Dave, my mind is going," HAL says, forlornly. "I can feel it. I can feel it." "
Martin Burrett

Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 5 views

ukedchat.com/...just-great-teaching

shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
Rafael Morales_Gamboa

Should students be partners in curriculum design? | Times Higher Education (THE) - 35 views

www.timeshighereducation.com/...-partners-in-curriculum-design

shared by Rafael Morales_Gamboa on 17 Dec 15 - No Cached
Ross Davis liked it
  • We are pretty good at listening to students in terms of moans, groans and satisfaction,” says Healey. “We are not as good at going to the next stage, where partnership comes in, where we have students sitting at the table with us and making decisions
Marti Pike

RTI Talks | RTI for Gifted Students - 9 views

rtinetwork.org/...24

shared by Marti Pike on 02 Aug 17 - No Cached
  • learning contracts with the student focused on work that takes the students interests in to account may be helpful.
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Genius Hour
  • "Up from Underachievement" by Diane Heacox
  • Gifted learners are rarely "globally gifted
  • ...59 more annotations...
  • From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
  • The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
  • Be very explicit with what the differentiation is and how it is addressing the needs
  • A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
  • When a child has met all the expected benchmarks
  • independent reading
  • reading log
  • small group for discussions using similar questions.
  • long-term solutions might include forming a seminar group using a
  • program like "Junior Great Books."
  • Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
  • enrich potential
  • to plan appropriate instruction, based on data that show the learners' needs.
  • additional enrichment and challenge in their area(s) strength.
  • Tiers 2 or 3
  • As the intensity of the needs increase, the intensity of the services also increases.
  • our ability to nurture potential in students prior to formal identification
  • appropriately scaffolded activities through Tier 2 support.
  • , with high-end differentiation and expectations, we are able to support the development of potential in all students.
  • This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
  • likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
  • Tier 1 include:
  • Tier 2 include:
  • Tier 3 include:
  • universal screening
  • Aspergers
  • gifted children with learning disabilities?
  • If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
    • Marti Pike
      Marti Pike on 02 Aug 17
       
      Grrrrrrrrr
  • Educational opportunities are not a “zero sum” game where some students gain and others lose.
  • the needs of all learners.
  • One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
  • make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
  • recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
  • all students deserve to attend a school where their learning needs are met
  • seek out ways to build the knowledge and skills of teachers to address the range of needs
  • This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
  • first
  • This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
  • These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know)  The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge  Tiered Learning Centers that allow children to further explore skills and concepts  Independent and Small group learning contracts that allow students to follow area of interest  Questioning for Higher Level thinking to stretch the minds of each child.
  • RTI was,
  • first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
  • The primary issue is the need for measures of potential as well as performance.
  • an IQ measure
  • portfolio
  • that sometimes occur outside of school
  • children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
  • a "diamond" shaped RTI model
  • confusing
  • use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
  • English Language Learners?
  • Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
  • Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
  • off grade level trajectories
  • this may includ
  • assess the slope and speed of learning and plot the target from there.
  • content acceleration and content enrichment.
  • independent or small group project of their choice.
  • renzullilearning.com.
  • additional learning opportunities that both challenge the learner and address high interest learning topics.
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 10 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
Roland Gesthuizen

Strikes loom as heads put in charge of pay - news - TES - 10 views

www.tes.co.uk/article.aspx

shared by Roland Gesthuizen on 08 Dec 12 - No Cached
  • In a move to link pay more closely with performance, the main pay scale for classroom teachers will be abolished, handing sweeping new powers to heads to decide pay levels.
  • the move would “effectively demolish the national pay framework”, and cause “inconsistency and unfairness” for teachers
  • changes would allow schools greater power to “reward their best teachers”.
  • ...1 more annotation...
  • It will cause schools to spend more time concerned with appraisals and performance management than on curriculum and student behaviour
  • Roland Gesthuizen on 08 Dec 12
     
    "Schools face the prospect of widespread strike action after ministers announced a fundamental overhaul of teachers' pay that will scrap automatic rises for tens of thousands of staff."
anonymous

The Australian Curriculum v4.1 Information and Communication Technology (ICT) capabilit... - 0 views

www.australiancurriculum.edu.au/...Continuum

shared by anonymous on 24 Mar 13 - No Cached
  • apply practices that comply with legal obligations regarding the ownership and use of digital products resources
  • identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
  • select and use ICT to articulate ideas and concepts, and plan the development of complex solutions
  • ...3 more annotations...
  • design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions
  • use appropriate ICT to collaboratively generate ideas and develop plans
  • select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
Jeannie Anderson

CoreFAQ.pdf - 30 views

www.corestandards.org/...CoreFAQ.pdf

shared by Jeannie Anderson on 02 Jun 13 - No Cached
    • Jeannie Anderson
      Jeannie Anderson on 02 Jun 13
       
      Is this true? It seems that if the standards are national, that the curriculum becomes nationalized.
    • Amy Weisz
      Amy Weisz on 04 Jun 13
       
      I think an FAQ is a great idea, perhaps an update is in order. This PDF is dated March 2010.
Ty Bradley

Physics Applets & Animations | Action-Reaction - 52 views

fnoschese.wordpress.com/physics-applets-animations

shared by Ty Bradley on 14 Apr 13 - No Cached
Fewster Emily and Amit Sen liked it
    • Ty Bradley
      Ty Bradley on 14 Apr 13
       
      A good site for finding animation applets for your presentation.  All topic covered in your curriculum.
robbiejkb

Students First, Not Stuff - 71 views

www.ascd.org/...Students-First,-Not-Stuff.aspx

shared by robbiejkb on 28 Apr 13 - No Cached
    • robbiejkb
      robbiejkb on 24 Jul 13
       
      Is this really new? What about textbooks, Dvd's educational resources?
    • robbiejkb
      robbiejkb on 24 Jul 13
       
      Haven't students always come first?
  • a discrete set of standards and outcomes
  • we've spent billions of dollars on technology that by almost every measure has had little or no widespread effect.
  • ...10 more annotations...
  • students more engaged
  • productive learning is the learning process which engenders and reinforces wanting to learn more
  • manage, analyze, and synthesize multiple streams of simultaneous information,
  • attention literacy—the ability to exert some degree of mental control over our use of technology rather than simply being distracted by it
  • "learning ready,"
  • MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject
  • learn, MIT Open Courseware or courses offered through Khan Academy will provide all the knowledge they need to pass a typical test on the subject.
  • The reality is that I no longer need to send my children to a school to learn algebra, U.S. history, or French.
  • That doesn't mean that we throw all information and knowledge out of the curriculum. No question, all kids need to be able to read and write effectively, understand enough math to function in their daily lives, and have a basic understanding of science, history, and more. But we must be willing to consider that in a world full of access to knowledge and information, it may be more important to develop students who can take advantage of that knowledge when they need it than to develop students who memorize a slice of information that schools offer in case they might need it someday
  • But giving students devices and access is only a small part of the equation
anonymous

» The Power of Conversation Upside Down Education - 49 views

upsidedown.edublogs.org/...the-power-of-conversation

shared by anonymous on 13 Feb 13 - No Cached
    • anonymous
      anonymous on 13 Feb 13
       
      Isn't this what we want students to do?  Don't we want them to think?  Don't we want them to help one another understand concepts?  Don't we want those concepts to stick with them long after they leave our classroom?
  • When not in sessions, conversations didn’t end.
    • anonymous
      anonymous on 13 Feb 13
       
      Isn't it wonderful when that happens outside our classrooms?  :)
  • ...2 more annotations...
  • Sometimes as teachers we forget this. We get caught up in curriculum, information, delivering it, that we don’t stop and allow kids to just talk about it. We don’t give them time to state opinion. I’m really bad about pushing for class discussion instead of small group discussions. I know I wouldn’t have spoken out as much to the group as a whole as I did in smaller groups.
    • anonymous
      anonymous on 13 Feb 13
       
      Doesn't this follow the concept of the college professor who is teaching college students in a new way?  Rethinking the Way College Students Are Taught: http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/rethinking-teaching.html 
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