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Andrew Spinali

Assessment of Learning with a Competency-Based System: How to Start | Connected Principals - 77 views

  • In a sense, a formative assessment is practice and is, therefore, not heavily weighted in the grading system.” At Sanborn Regional High School, summative assignments must account for at least 90% of a final course grade.
  • We do not make use of averaging by quarters or trimesters to compute a student’s final course grade. Instead, our students know that their grade will be calculated based on all of their work for the entire course.  
  • Reassessment: Reassessment is an important part of any competency-based grading system. Students learn at different rates, and they need multiple chances to demonstrate mastery of a competency or skill.
David Hochheiser

Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views

    • David Hochheiser
       
      Terribly generalized.  
  • treated accordingly.
    • David Hochheiser
       
      Mistreated accordingly.
  • ...22 more annotations...
  • Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
  • public schools have done away with "tracking"
  • deemed low achievers or of low cognitive ability?
  • Jonathan Kozol brought accusations against a system they found racist and sadistic.
    • David Hochheiser
       
      He condemns a lot more than the eduction system.  His approach to reform is much more like Finland's, holistic.
  • to restore equity to
    • David Hochheiser
       
      As if it ever existed?!
    • David Hochheiser
       
      This is an essential issue.  Are we doing it well?
  • Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
    • David Hochheiser
       
      I never knew that equality had such a nasty undertone to it.
  • -- a practice viewed by many in the education establishment as synonymous with tracking
    • David Hochheiser
       
      It is "tracking." I'm not sure what his point is here.
  • Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
    • David Hochheiser
       
      Again, a nasty generalization.  Not only that, but the following practices he cites aren't products of heterogeneous grouping.  
  • In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
    • David Hochheiser
       
      Now he's just not making sense.
  • Dallas Independent School District
    • David Hochheiser
       
      Ed research from Texas??  They want to teach evolution in science classes.
  • The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
    • David Hochheiser
       
      Is this a for or against grouping statement?
  • this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
    • David Hochheiser
       
      Practices do not support this assertion.  Upward trajectory is very limited.
  •  
    "Mark Bowden on Being in the Slow Kids' Class"
Maureen Greenbaum

Andy Kessler: Professors Are About to Get an Online Education - WSJ.com - 2 views

  • For the same $7,000 a year that New York City spends per student on school buses, you can now get a master's from one of the most well-respected programs in the country.
  • Students who worked with online content passed at a higher rate than classroom-only students, 91% to 60%
  • Today's job market—whether you're designing new drugs, fracking for oil, writing mobile apps or marketing Pop Chips—requires graduates who can think strategically in real time, have strong cognitive skills, see patterns, work in groups and know their way around highly visual virtual environments. This is the same generation that grew up playing online games like Call of Duty and World of Warcraft, but who are almost never asked to use their online skills in any classroom.
  • ...1 more annotation...
  • Online education is about taking the "best in class" teachers and scaling them to thousands or millions of students rather than 25-30 at a time.
Roland Gesthuizen

What measures the best teacher? More than scores, study shows - 1450 WHTC Holland's Hom... - 138 views

  • researchers found they could pick out the best teachers in a school and even predict roughly how much their students would learn if they rated the educators through a formula that put equal weight on student input, test scores and detailed classroom observations by principals and peers
  • Judging teachers primarily by student performance on state tests, for instance, turned out to be highly unreliable, with little consistency from year to year. Judging them chiefly by a principal's observations failed to identify those teachers who could be counted on to boost student proficiency on state math and reading tests.
  • This should be a very big red flag to all those policy makers who think they can have test-based accountability be half or more of a teacher's evaluation
  •  
    "(Reuters) - Effective teachers can be identified by observing them at work, measuring their students' progress on standardized tests - and asking those students directly what goes on in the classroom, according to a comprehensive study released Tuesday."
Pam Murphy

Deforestation - 21 views

  • Of great concern is the rate at which deforestation is occurring. Currently, 12 million hectares of forests are cleared annually - an area 1,3 times the size of KwaZulu/Natal!
    • Pam Murphy
       
      What is KwaZula
  • * development of cash crops and cattle ranching, both of which earn money for tropical countries;
  • * commercial logging (
  • ...1 more annotation...
  • which
Bill Gumula

Coaching a Surgeon: What Makes Top Performers Better? : The New Yorker - 10 views

  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
anonymous

The Coach in the Operating Room - The New Yorker - 37 views

  • I compared my results against national data, and I began beating the averages.
    • anonymous
       
      this is one of the most important reasons for data and using the data to help guide instruction
  • the obvious struck me as interesting: even Rafael Nadal has a coach. Nearly every élite tennis player in the world does. Professional athletes use coaches to make sure they are as good as they can be.
    • anonymous
       
      Why wouldn't we want a coach? Our supervisor or administrator often serves as an evaluator but might not have the time due to time constraints to serve as an effective and dedicated coach. Yet, a coach doesn't have to be an expert. Couldn't the coach just be a colleague with a different skill set?
  • They don’t even have to be good at the sport. The famous Olympic gymnastics coach Bela Karolyi couldn’t do a split if his life depended on it. Mainly, they observe, they judge, and they guide.
    • anonymous
       
      PROFOUND!!!
  • ...31 more annotations...
  • always evolving
    • anonymous
       
      Please tell me what profession isn't always evolving? It something isn't evolving, it is dying! So, why doesn't everyone on the face of the earth - regardless of his/her profession or station in life - need coaching periodically to help them continue to grow and evolve?
  • We have to keep developing our capabilities and avoid falling behind.
  • no matter how well prepared people are in their formative years, few can achieve and maintain their best performance on their own.
  • outside ears, and eyes, are important
  • For decades, research has confirmed that the big factor in determining how much students learn is not class size or the extent of standardized testing but the quality of their teachers.
    • anonymous
       
      So, instead of having students take test after test after test, why don't we just have coaches who observe and sit and discuss and offer suggestions and divide the number of tests we give students in half and do away with half? Are we concerned about student knowledge? student performance? student ability? student growth or capacity for growth? What we really need to identify is what we value!
  • California researchers in the early nineteen-eighties conducted a five-year study of teacher-skill development in eighty schools, and noticed something interesting. Workshops led teachers to use new skills in the classroom only ten per cent of the time. Even when a practice session with demonstrations and personal feedback was added, fewer than twenty per cent made the change. But when coaching was introduced—when a colleague watched them try the new skills in their own classroom and provided suggestions—adoption rates passed ninety per cent. A spate of small randomized trials confirmed the effect. Coached teachers were more effective, and their students did better on tests.
    • anonymous
       
      Of course they are more effective! They have a trusted individual to guide them, mentor them, help sustain them. The coach can cheer and affirm what the teacher is already doing well and offer suggestions that are desired and sought in order to improve their 'game' and become more effective.
  • they did not necessarily have any special expertise in a content area, like math or science.
    • anonymous
       
      Knowledge of the content is one thing and expertise is yet another. Sometimes what makes us better teachers is simply strategies and techniques - not expertise in the content. Sometimes what makes us better teachers could simply be using a different tool or offering options for students to choose.
  • The coaches let the teachers choose the direction for coaching. They usually know better than anyone what their difficulties are.
    • anonymous
       
      The conversation with the coach and the coach listening and learning what the teacher would like to expand, improve, and grow is probably the most vital part! If the teacher doesn't have a clue, the coach could start anywhere and that might not be what the teacher adopts and owns. So, the teacher must have ownership and direction.
  • teaches coaches to observe a few specifics: whether the teacher has an effective plan for instruction; how many students are engaged in the material; whether they interact respectfully; whether they engage in high-level conversations; whether they understand how they are progressing, or failing to progress.
    • anonymous
       
      This could provide specific categories to offer teachers a choice in what direction they want to go toward improving - especially important for those who want broad improvement or are clueless at where to start.
  • must engage in “deliberate practice”—sustained, mindful efforts to develop the full range of abilities that success requires. You have to work at what you’re not good at.
  • most people do not know where to start or how to proceed. Expertise, as the formula goes, requires going from unconscious incompetence to conscious incompetence to conscious competence and finally to unconscious competence.
    • anonymous
       
      Progression
  • The coach provides the outside eyes and ears, and makes you aware of where you’re falling short.
    • anonymous
       
      The coach also makes you aware of where you are excelling!
  • So coaches use a variety of approaches—showing what other, respected colleagues do, for instance, or reviewing videos of the subject’s performance. The most common, however, is just conversation.
  • “What worked?”
    • anonymous
       
      Great way to open any coaching conversation!
  • “How could you help her?”
  • “What else did you notice?”
    • anonymous
       
      These questions are quite similar to what we ask little children when they are learning something new. How did that go? What else could you do? What could you do differently? What more is needed? What would help?
  • something to try.
    • anonymous
       
      Suggestions of something to try! Any colleague can offer this - so why don't we ask colleagues for ideas of something to try more often?
  • three colleagues on a lunch break
  • Good coaches, he said, speak with credibility, make a personal connection, and focus little on themselves.
    • anonymous
       
      I probably need this printed out and stuck to the monitor of my computer or tattooed on my hand!
  • “listened more than they talked,” Knight said. “They were one hundred per cent present in the conversation.”
    • anonymous
       
      patient, engaged listening
  • coaching has definitely changed how satisfying teaching is
  • trying to get residents to think—to think like surgeons—and his questions exposed how much we had to learn.
    • anonymous
       
      Encouraging people to think - it is important to teach and encourage thinking rather than teaching them WHAT to think!
  • a whole list of observations like this.
  • one twenty-minute discussion gave me more to consider and work on than I’d had in the past five years.
  • watch other colleagues operate in order to gather ideas about what I could do.
    • anonymous
       
      This is one of the greatest strategies to promote growth - ever!
  • routine, high-quality video recordings of operations could enable us to figure out why some patients fare better than others.
    • anonymous
       
      I always hate seeing a video of me teaching but I did learn so much about myself, my teaching, and my students that I could not learn in any other way!
  • I know that I’m learning again.
  • It’s teaching with a trendier name. Coaching aimed at improving the performance of people who are already professionals is less usual.
    • anonymous
       
      But it still works and is effective at nudging even those who are fabulous to be even better!
  • modern society increasingly depends on ordinary people taking responsibility for doing extraordinary things
  • coaching may prove essential to the success of modern society.
  • We care about results in sports, and if we care half as much about results in schools and in hospitals we may reach the same conclusion.
  •  
    Valuable points about coaching - makes me want my own coach!
Javier E

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

  • 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.
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  • 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.
karen walstein

Human Trafficking: Flight Attendants Fight Back for Victims - 14 views

    • karen walstein
       
      another sticky note
  • There's no evidence that the Super Bowl has a higher than average rate of human trafficking. But sex work does spike when travel increases for a big event, experts say. And sex work and human trafficking often go hand-in-hand.
  • Victims sometimes appear drugged.
Steve Ransom

Stephen Krashen Pulls the Rug Out From Under the Standards Movement - Living in Dialogu... - 3 views

  • ur average scores are respectable but unspectacular because, as Farhi notes, we have such a high percentage of children living in poverty, the highest of all industrialized countries. Only four percent of children in high-scoring Finland, for example, live in poverty. Our rate of poverty is over 21%.
  • It means that the "problem" of American education is not ineffective teaching, not teachers' unions, not lack of national standards and tests, and not schools of education: It is poverty.
  •  
    "It means that the "problem" of American education is not ineffective teaching, not teachers' unions, not lack of national standards and tests, and not schools of education: It is poverty." Sarah's comment is heartbreaking
Al Tucker

Education 2011: A case study in seniority-and burn-out - Buffalo Spree - September 2011... - 74 views

  • The following year teachers are required to “map” curriculums, a long process with no apparent functional use. Teaching for Understanding and Cross Curriculum Literacy are two trendy new programs promoting the latest hot topic. Everyone reads Active Literacy before author Heidi Hayes Jacobs arrives amidst great fanfare to promote her comprehensive program, which administrators cherry-pick, then forget. By 2008 the latest buzz-phrase is Professional Learning Communities. The high school adopts this concept at considerable cost and strife. Three years later Principal Power moves on, and PLCs fizzle. With each new initiative Sara’s enthusiasm diminishes. She has twenty-two years of books, binders, and workshop folders stacked in a file drawer, representing hundreds of hours of abandoned work. Sara digs through the strata like a scientist noting geologic eras. She ponders the energy spent on each new program, technological advance, and philosophical shift, and decides the only way she’ll make it to retirement is to stop caring so much. President Obama introduces the Race to the Top Fund, and by 2010 New York has successfully secured its slice of the cash cow. Common Core Standards are developed in 2011, and a system is put into place to rate teachers based on student test scores. Epilogue In 2013 the anti-union movement hits NY State and teacher unions lose the right to collectively bargain. With the help of key Assembly members, New York Mayor Mike Bloomberg and Governor Andrew Cuomo push through legislation they had endorsed for years eliminating the time-honored practice of laying-off teachers by seniority—“last hired, first fired.” A new math teacher is hired at Sara’s school. Being young and unattached, Bob impresses the new principal, who sees to it that he is not assigned the “problem” kids. Sara remains a competent and dedicated teacher, but the fire is out. She is asked to mentor Bob, but feels no motivation to train the competition. Bob can’t help but notice that Sara shows little interest in the newest reform initiatives. In 2014 a math position is cut due to budget constraints. At half the pay, Bob is clearly the better choice. Sara is laid off, and at age fifty, with a son in college, she joins the unemployed.
  •  
    this article seems to chronicle the last fifteen years of my career - but the characters names are all different.
maureen greenbaum

BetaKit » Is Adaptive Learning the Future of Education? - 2 views

  • adaptive learning will adjust every question based on a student’s previous answer.
  • Knewton is working on having educational content tagged so it can be placed into a “Knowledge Graph.” This system determines what concepts need to be learned before a student can move on to others, and how they all fit together.
  • The company recently parterned with Pearson to tag every textbook under their imprint work with the Knewton Knowledge Graph.
  • ...7 more annotations...
  • “The professors are much better prepared for a single class so that they can give much more individualized instruction,” Lui said. “The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You’re not teaching to the mean or bottom quartile.”
  • The technology seems to be working. After a pilot project at Arizona State University with 5,000 remedial math students, pass rates improved from 66 percent to 75 percent, with half the class finishing four weeks early
  • ata mining and take various inputs, like test question results, activity on the system, what links students clicked, etc. to make a prediction of the next best piece of content for a student to learn.
  • Analyzing and collecting big data is really what Junyo is about, enabling everyone in the education sector to make the learning experience more personal.
  • The students also have their own dashboard to see recommended content.
  • Teachers don’t have the time to do detailed reporting of a student’s progress and even if they did, they wouldn’t be able to provide one on one tutoring for every single student at different stages of learning.
  • students are learning more outside the classroom than in the classroom, and educators are finally starting to acknowledge that.
  •  
    "The professors are much better prepared for a single class so that they can give much more individualized instruction," Lui said. "The practical effectiveness of this means that teachers are now able to use their time more efficiently to hone in on the things that are most troublesome or useful for different groups of students. You're not teaching to the mean or bottom quartile."
Randolph Hollingsworth

Time Is the Enemy, Complete College America, September 2011 - 0 views

  •  
    Unless we move with urgency, today's young people will be the first generation in American history to be less educated than their predecessors. Consider this a sobering wake-up call - and an urgent appeal for action now. ...4 of every 10 public college students are able to attend only part-time. Which means leaders have been making policy decisions about higher education absent critical information about 40 percent of the students, as if their success or failure was less important than that of "traditional" full-time students... Seventy-five percent of today's students are juggling some combination of families, jobs, and school while commuting to class; according to the U.S. Department of Education, only a quarter go full-time, attend residential colleges, and have most of their bills paid by their parents.... Part-time students rarely graduate.... Poor students and students of color struggle the most to graduate.... Students are taking too many credits and too much time to complete.... Remediation is broken, producing few students who ultimately graduate. ...The Big Idea: Time is the enemy of college completion.
Steve Ransom

The complete list of problems with high-stakes standardized tests - The Answer Sheet - ... - 7 views

  • focus so narrowly
  • measure only “low level” thinking processes
  • they put the wrong people — test manufacturers — in charge of American education
  • ...9 more annotations...
  • simplify and trivialize learning
  • allow pass-fail rates to be manipulated by officials for political purposes
  • they provide minimal to no useful feedback
  • unfairly advantage those who can afford test prep
  • lead to neglect of physical conditioning, music, art, and other, non-verbal ways of learning
  • keyed to a deeply flawed curriculum
  • penalize test-takers who think in non-standard ways
  • radically limit their ability to adapt to learner differences
  • encourage use of threats, bribes, and other extrinsic motivators
maureen greenbaum

Digital Learning Leads to Deeper Learning - Getting Smart by Tom Vander Ark - deeper le... - 3 views

  • Engagement: media that grabs attention Motivation: encouragement to go deeper Persistence: capturing more learning hours per day Production: ability to publish high quality work product Presentation: professional quality presentations Personalization: customized learning experiences Access: 24/7 access to great teachers and content Collaboration: instant interest and subject groups Acceleration: more and faster performance feedback Options: many new pathways to mastery We could add convenience—the ability to vary rate, time, and location
  • More writing More thinking More motivation More automaticity More time on higher order teaching More higher order practice (using games & sims) More publishing to wider audiences More investigating More collaborating More making, inventing, & creating
Peter Beens

PIPEDREAMS - Seeing with New Eyes - International Perspectives on Trust and Regulation ... - 16 views

  • This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac.
  • the theme of “Trust and Regulation”
  • my Canadian values of equality, diversity, safety and choice
  • ...21 more annotations...
  • high degree of trust for teachers, administrators and district decision makers
  • Our regulations are meant to encourage equality and diversity, choice, opportunity, innovation – fundamental values in our society.
  • In contrast to many of the other countries represented, our Canadian context was unique in that the regulations (organizations, federations, policies, curriculum) imposed actually tie in Trust and Relationship building and partnerships as key factors to increase capacity building with a wide range of stakeholders.
  • We need our profession to be respected, which includes paying us well, treating us fairly, supporting us with resources, nurturing our learning and leadership opportunities
  • systems of education can achieve and can be highly ranked without the use of formalized testing
  • We need to feel safe to make mistakes because we too are learners, especially in a profession that is changing so drastically in the 21st Century
  • We need to feel trusted and with that, we want our skills, our education, our talents and our passions to be respected so we -together – can become the creators of our own pedagogies
  • these passionate and experienced leaders agreed that such tests don’t work when used to rate, or punish teachers
  • can even sometimes do more harm then good
  • such tests are not always authentic
  • First and foremost, teacher voice needs to be heard and respected
  • As principals, we need to empower our teachers and community
  • the importance of the teacher/principal relationship came up over and over and over
  • Trust – allows me to teach in my style, developing my own curriculum
  • I wonder if there is a correlation between that supportive, trusting principal and the fact that we have incredibly dynamic teachers here, at Van Leer from all over the globe
  • We too need to think different because change can start with us
  • We need to make our voices heard by be socially active
  • By sharing and reflecting our learning openly and even by sometimes being vulnerable and asking for help and challenging the status quo
  • we need to recognize that our learning environments are changing and are very different from how we were once trained and educated
  • We need to remind our leaders that we are not just teachers of academics but we teach the whole person
  • Many of us struggle, without supports – to help impoverished families, students with mental health disabilities, learning disabilities, students that speak a different language, large class sizes, violence, inequalities
  •  
    The conference in Jerusalem, Israel that Van Leer hosts each year  is intended to encourage professional dialogue among educators, academics, representatives of the Third Sector, and policymakers from diverse areas and places in Israel and abroad.    This year, I was asked to attend as a Canadian Teacher Representative, along with Ontario Ministry Officer, Colette Ruduck and our Ontario Deputy Minister of Education, George Zegarac. With the theme of "Trust and Regulation" at the center of our discussions, it did not take long to realize that my context, as a Canadian Educator, a parent, and a student -  was one of privilege and opportunity.
Maureen Greenbaum

The crucial need to hold students to a higher standard - The Week - 6 views

  • Even some high school valedictorians are taking remedial courses in college. Too many students are completely unprepared for the future.
  • Last year, the unemployment rate for Americans without a high school diploma was 14.1 percent. For those with a Bachelor's degree, it was 4.9 percent.
  • Common Core State Standards, orient instruction around critical thinking and problem solving, requiring students to demonstrate a deep understanding of concepts and then apply them to new situations.
  • ...5 more annotations...
  • they are internationally-benchmarked and based on evidence and research about what it takes to be prepared for first-year college courses and entry level jobs leading to careers.
  • A student, for example, would no longer be required to simply memorize the formula for volume. Instead, they would need to use their conceptual understanding of volume to build different containers with the same volume. This approach differs from current standards and teaching practices, which too often place an emphasis on rote memorization over deeper understanding. 
  • Second, the standards are clear, focused, and rigorous
  • standards allow for economies of scale and the ability to share and compare across state lines.
  • Teachers in states that have adopted the Common Core can share effective practices and materials and collaborate more easily
Matthew Henry

An Open Letter to Students: You're the Game Changer in Next-Generation Learning (EDUCAU... - 120 views

  • I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
  • Knowing your larger purpose enables you to do what comes next.
  • Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
  • ...7 more annotations...
  • you have to be willing to engage at a high level.
  • Our decisions, models, and innovations should be based, first, on learning.
  • learning-centered, data-rich, high-value pathways to your educational goal
  • not using technology
  • the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
  • We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
  • because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
Peter Beens

Raising the Ritalin Generation - NYTimes.com - 2 views

  • teachers fill out short behavior questionnaires, called Conners rating scales, which assess things like “squirminess” on a scale of one to five. In many cases, I discovered, diagnoses hinge on the teachers’ responses.
  • the formidable list of possible side effects included difficulty sleeping, dizziness, vomiting, loss of appetite, diarrhea, headache, numbness, irregular heartbeat, difficulty breathing, fever, hives, seizures, agitation, motor or verbal tics and depression. It can slow a child’s growth or weight gain. Most disturbing, it can cause sudden death, especially in children with heart defects or serious heart problems.
  •  
    "I REMEMBER the moment my son's teacher told us, "Just a little medication could really turn things around for Will." We stared at her as if she were speaking Greek. "Are you talking about Ritalin?" my husband asked."...
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