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Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
  • ...26 more annotations...
  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Don Doehla

Education Update:How We Got Grading Wrong, and What to Do About It:How We Got Grading W... - 72 views

www.ascd.org/...,-and-What-to-Do-About-It.aspx

education research grading

shared by Don Doehla on 15 Oct 13 - No Cached
  • Don Doehla on 15 Oct 13
     
    "Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked. It hit me that students could do well without knowing a whole lot about the learning objective."
  • ...1 more comment...
  • Don Doehla on 15 Oct 13
     
    "Rubrics hold a mirror up to your objectives for an assessment task. Matt Townsley remembers well the day he looked into this mirror and didn't like what he saw. "I realized my criteria were mostly about how neat the project looked. It hit me that students could do well without knowing a whole lot about the learning objective."
  • Jamie Bridge on 16 Oct 13
     
    This sounds like an interesting article that someone took the time out to put up here on Diigo. There's only one problem, this seems to be some sort of "pay to view" site. Visitors actually cannot see the article in question (well, they get a 2-paragraph preview). Diigo friends, please don't point to sites that don't give the full information.
  • Don Doehla on 16 Oct 13
     
    Actually, one need not pay, but to read the whole article, one does have to sign in - the account is free, and I understand some don't want to sign in. Still, the article raises some good points.
Martin Burrett

On the stretching of brighter history pupils by @historylecturer - 2 views

ukedchat.com/...stretching-history-pupils

history

shared by Martin Burrett on 05 Mar 19 - No Cached
  • Martin Burrett on 05 Mar 19
     
    "The education twitter-sphere has been all a-buzz today with stuff about helping (or failing) bright pupils. I am not at all qualified to contribute directly to the debate; I can only recount my own experiences, and anecdotal evidence is not very valuable in such a case. Because of my work as an examiner, I meet history teachers from scores of other schools every summer, and I do not think my approaches were in any way unusual. Yes, I taught at an independent school, so it was selective in terms of ability to pay fees. It was not very selective in terms of ability; plenty of our pupils did well to get C passes at GCSE with a couple of Bs thrown in."
Martin Burrett

Key components of a mentally healthy school - 24 views

ukedchat.com/...mentally-healthy-school

mental health

shared by Martin Burrett on 17 Jan 19 - No Cached
  • Martin Burrett on 17 Jan 19
     
    "Mentally healthy schools are schools that pay ongoing and dedicated attention to the emotional wellbeing of both students and staff and put in place policies and interventions to ensure that students and staff feel cared for, listened to, understand, nurtured and valued for what each of them, individually bring to the school community."
Jeff Andersen

Four Stats That Will Impact Higher Ed in 2017 | Academic Impressions - 22 views

www.academicimpressions.com/...ats-will-impact-higher-ed-2017

higher ed higher ed trends

shared by Jeff Andersen on 25 Mar 17 - No Cached
  • Jeff Andersen on 25 Mar 17
     
    2017 has the potential to be a volatile year in higher education, and that was the case even before Donald Trump took office. Regulatory uncertainty, continued economic and demographic headwinds, and shifts in both domestic and international student enrollment trends are just a few of the rapids that higher-ed leaders will need to navigate. At Academic Impressions, as we review current research and much of the best current thinking on paths forward for colleges and institutions, we want to draw your attention to four stats that are likely to have an immediate impact in 2017-but that not many are paying heed to.
Julie Golden

Need Your Help!! - 35 views

New Link below. Thanks so much for letting me know. Please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you.Please know that I will pay your kindness forwa...

Web 2.0 elearning collaboration E-learning teaching education higher ed edtech

started by Julie Golden on 21 Aug 15 2 follow-ups, last by Julie Golden on 03 Sep 15
Martin Leicht

Distracted Minds: Why You Should Teach Like a Poet - 4 views

www.chronicle.com/...y-you-should-teach-like-a-poet

education higher ed students engagement focus build zoom learning

shared by Martin Leicht on 11 Jan 21 - No Cached
  • Routine is a great deadener of attention.
  • When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
  • same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
  • ...17 more annotations...
  • Be astonished.
  • Pay attention.
  • Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
  • We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
  • Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
  • Close — and I mean really close — reading.
  • in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
  • Tell about it.
  • asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      Metacognition exercise of sorts?
  • Engagement with objects.
  • pointed out anomalies and inconsistencies, and wondered
  • What? For the first step, students spend time just observing the object and taking notes.
  • So what? Students write down questions based on their observations and share them with one another.
  • Now what? The final stage shifts into more whole-class and teacher-centered discussion
  • Attention through assessments.
  • For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
  • As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
  • Martin Leicht on 11 Jan 21
     
    Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
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
Kate Pok

Intersections: History and New Media: Wiki in the History Classroom - 5 views

www.historians.org/...0905for11.cfm

collaborative writing writing pedagogy new media wiki classroom

shared by Kate Pok on 18 Jan 13 - No Cached
  • Students did not agree on the merits of the wiki. Some were deeply offended when other students eliminated or modified their contributions. Others found the chance to pick apart other’s words and conclusions exhilarating. Regardless, most students seemed to grasp the important lesson I hoped to share: that history is the conversation we have about the past. History is about the authorial choices scholars make. History is about the evidence included and the evidence excluded. By asking students to participate in a joint-writing exercise, they were compelled to pay attention to the language others used, the phrasings and structure employed, the anecdotes emphasized, the facts obscured. I told them the story of an undergraduate English professor I had who spent an entire class session discussing why Shakespeare began Macbeth with the word “when”. Words matter. Words shape arguments. They determine meaning, and they form our view of the world around us, including our view of the history of the world around us. Students also came to appreciate that history was not a bag of facts we historians force them to memorize. Instead, as Appleby, Hunt, and Jacob suggest, history is the product of that collective effort of truth seeking.
  • I still caution students about using Wikipedia. But I think the wiki can help our students see themselves as part of that democratic conversation so important to our profession. Throwing their ideas into the ring for others to challenge forces students to defend their ideas, modify their conclusions, and reconsider their assumptions. The wiki, while not perfect, may help us change the way our students think about history. It may help them be more attentive to language and argument. Importantly, it may help them value civil discourse as a civic virtue. These are good lessons for history students and for their professors. —Kevin B. Sheets is associate professor of history at the State University of New York, College at Cortland and project director of the “American Dream Project,” a Teaching American History grant-based project in upstate New York. He regularly teaches courses in historical methods and American intellectual and cultural history.
  • Kate Pok on 18 Jan 13
     
    Great description of the merits of using a wiki in a classroom.
Michael Sheehan

Learning Never Stops: Math, Daring Librarians, and - 3 views

seekoutlearning.blogspot.com/...y-have-been-paying-lot-of.html

learning math how to videos edtech

shared by Michael Sheehan on 15 Jan 13 - No Cached
  • Michael Sheehan on 15 Jan 13
     
    A great math site for students and teachers plus a great edtech blog by a Daring Librarian.
MaryLiz Jones

StudentsFirst Issues Low Ratings on School Policies - NYTimes.com - 24 views

www.nytimes.com/...atings-on-school-policies.html

low ratings school policies nytimes nytimes com com

shared by MaryLiz Jones on 07 Jan 13 - No Cached
  • States that have adopted policies aligned with the StudentsFirst platform have in some cases met with public opposition. In Idaho, the Legislature passed a package in 2010 that eliminated tenure, introduced performance pay for teachers and based their evaluations on student test scores. Voters overturned the measures in a referendum in November. (The state received a D-minus grade from StudentsFirst.)
  • MaryLiz Jones on 07 Jan 13
     
    Idaho's rating
Tonya Maier

How high-school decisions can affect your career - 72 views

www.careerbuilder.com/...cisions-can-affect-your-career

Careers

shared by Tonya Maier on 02 Feb 13 - No Cached
  • According to research cited in the book, high-school seniors who worked 20 hours per week had annual earnings as young adults that were 25 to 30 percent higher than those seniors who didn't work.
  • Increased chance of being hired More hours of work over the year Higher hourly or annual earnings Increased benefits offerings, such as health insurance Greater employment stability Better upward mobility Increased chances of employer-supported training
  • four key issues that need to be addressed in high school to help set students up for career success.
  • ...5 more annotations...
  • t an early age is a dev
  • ge is a deve
  • nvestm
  • "The problem for many students, and even parents, is that they fail to think of high-school education as an investment good," according to the book "College Majors Handbook with Real Career Paths and Payoffs."
  • Pay levels can also vary based on how much higher learning is obtained. As the book explains, graduates of two-year degree programs earn 22 percent more per year than high-school graduates with no degree. Bachelor's degree holders earn about 66 percent more per year than their high-school graduate counterparts.
Jennie Snyder

Why Kids Need Schools to Change | MindShift - 118 views

blogs.kqed.org/...hy-kids-need-schools-to-change

deeperlearning change learning

shared by Jennie Snyder on 24 Feb 13 - No Cached
  • The current structure of the school day is obsolete, most would agree. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive
  • Yet therein lies the paradox. It’s exactly during these uncertain times when people must be willing to try new things, to be more open, curious and experimental, she said. In education, although there are great new models of learning and schooling, they are the exceptions, and the progressive movement has not gained much momentum.
  • “One thing we know for sure is that kids learn better when teachers are invested and paying attention and showing they care,” she said. “The biggest impact you’ll have as a teachers is the relationship you establish with your student.”
  • ...2 more annotations...
  • The five criteria that Challenge Success brings to schools attempts to modernize the obsolete system in place today: scheduling, project based learning, alternative assessment, climate of care, and parent education.
  • Research shows that kids do better in classes where teachers know their names and say hello to them, and when they have their own advocates or advisers at school.
Marti Pike

11 Things Ultra-Productive People Do Differently - Forbes - 86 views

www.forbes.com/...2

shared by Marti Pike on 19 May 15 - No Cached
  • Saying no to a new commitment honors your existing commitments and gives you the opportunity to successfully fulfill them
    • Marti Pike
      Marti Pike on 19 May 15
       
      This only works if you are honest about the other commitments.  Saying no when there are no other commitments is slothful.   The other problem is, you may not have the same priorities as the one asking.  That might be an important conversation. 
  • autoresponder that lets senders know when they’ll be checking their e-mail again.
  • multitasking is a real productivity killer.
  • ...2 more annotations...
  • people who are regularly bombarded with several streams of electronic information cannot pay attention, recall information or switch from one job to another as well as those who complete one task at a time.
  • because they had more trouble organizing their thoughts and filtering out irrelevant information, and they were slower at switching
Chema Falcó

Eric Mazur on new interactive teaching techniques - 19 views

harvardmagazine.com/...twilight-of-the-lecture

education educación aprendizaje diseño_instruccional

shared by Chema Falcó on 08 Feb 12 - No Cached
  • “Some people talk in their sleep. Lecturers talk while other people sleep.”
  • they create the illusion of teaching for teachers, and the illusion of learning for learners
  • Sitting passively and taking notes is just not a way of learning. Yet lectures are 99 percent of how we teach!
  • ...8 more annotations...
  • Websites and laptops have been around for years now, but we haven’t fully thought through how to integrate them with teaching so as to conceive of courses differently.
  • “In the standard approach, the emphasis in class is on the first, and the second is left to the student on his or her own, outside of the classroom
  • you have to flip that, and put the first one outside the classroom, and the second inside
  • We have to train people to tackle situations they have not encountered before. Most instructors avoid this like the plague, because the students dislike it. Even at Harvard, we tend to keep students in their comfort zone. The first step in developing those skills is stepping into unknown territory.
  • hey’d much rather sit there and listen and take notes. Some will say, ‘I didn’t pay $47,000 to learn it all from the textbook. I think you should go over the material from the book, point by point, in class.’
  • It’s no accident that most elementary schools are organized that way.
    • Steve Ransom
      Steve Ransom on 08 Feb 12
       
      Sadly, many aren't
  • But ultimately, learning is a social experience.
  • Perhaps the key is to coax students not only out of their rooms, but into each other’s minds.
  • Steve Ransom on 08 Feb 12
     
    Great article that brings added depth to the notion of flipped classroom and what we've always know to be great teaching/pedagogy/andragogy
Javier E

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

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

inequality Democratic party gop great depression New Deal obama obamacare

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

Why Men Fail - NYTimes.com - 42 views

mobile.nytimes.com/...brooks-why-men-fail.html

shared by Comrad Compadre on 06 May 15 - No Cached
  • This theory has less to do with innate traits and more to do with social position. When there’s big social change, the people who were on the top of the old order are bound to cling to the old ways. The people who were on the bottom are bound to experience a burst of energy. They’re going to explore their new surroundings more enthusiastically.
    • Comrad Compadre
      Comrad Compadre on 06 May 15
       
      Yes essentially, when women see the next Facebook, they will slowly start leaving it, then a few months after it is a dry ass place, dudes will follow, naturally, to where the women are.
  • But, in her fascinating new book, “The End of Men,” Hanna Rosin posits a different theory. It has to do with adaptability. Women, Rosin argues, are like immigrants who have moved to a new country. They see a new social context, and they flexibly adapt to new circumstances. Men are like immigrants who have physically moved to a new country but who have kept their minds in the old one. They speak the old language. They follow the old mores. Men are more likely to be rigid; women are more fluid.
    • Comrad Compadre
      Comrad Compadre on 06 May 15
       
      They adapt easier, including to different job types. Many females my current age are in PR and Marketing with small companies that don't pay them nearly as much as PR people used to make. It's a new lower earning PR job market and they are taking all those jobs.
  • Forty years ago, men and women adhered to certain ideologies, what it meant to be a man or a woman. Young women today, Rosin argues, are more like clean slates, having abandoned both feminist and prefeminist preconceptions. Men still adhere to the masculinity rules, which limits their vision and their movement.
atisinger

Effects of Technology on Classrooms and Students - 8 views

www2.ed.gov/...effectsstudents.html

shared by atisinger on 17 Apr 12 - Cached
  • student satisfaction with the immediate feedback
    • kris james
      kris james on 17 Apr 12
       
      What is the most cost effective way to provide individualized, immediate feedback? Is it reasonable to do this without paying for subscription services?
  • Teachers talked about motivation from a number of different perspectives. Some mentioned motivation with respect to working in a specific subject area, for example, a greater willingness to write or to work on computational skills. Others spoke in terms of more general motivational effects--
  • When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress.
Roland Gesthuizen

Alone in the Classroom: Why Teachers Are Too Isolated - Jeffrey Mirel & Simona Goldin -... - 6 views

www.theatlantic.com/...255976

graduate teaching classroom collaboration teachertraining

shared by Roland Gesthuizen on 20 Apr 12 - No Cached
  • A recent study by Scholastic and the Gates Foundation found that teachers spend only about 3 percent of their teaching day collaborating with colleagues. The majority of American teachers plan, teach, and examine their practice alone
  • With a common curriculum there is agreement about what students are expected to learn, what teachers are to teach, what teacher educators are to instill in potential teachers, and what tests of student learning should measure.
  • Time and money need to be invested to support teachers' understanding of the curriculum and to develop an ethos of collaboration within schools. Also needed are ongoing professional development programs to support teachers' substantive work together.
  • ...1 more annotation...
  • competitive teacher assessment schemes could reinforce teacher isolation. If teachers are competing with one another for merit pay, why should they collaborate with one another?
  • Roland Gesthuizen on 20 Apr 12
     
    "Educators spend most of their time distanced from their colleagues. Instead of forcing them to compete with each other, we should help them find new ways to work together."
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