Skip to main content

Home/ Diigo In Education/ Group items tagged rules

Rss Feed Group items tagged

Roland Gesthuizen

The Great "Respect" Deception | Edutopia - 46 views

  •  
    I define a rule as what you enforce every time it's broken. Platitudes cannot be enforced because there is no line to cross, there's nothing predictable for students to understand, and they're too vague to be useful. In essence, these clumps allow teachers to enforce anything whenever they want under any conditions they chose. It's a get into jail free card. Rules aren't reduced by clumping them -- they are only hidden from students. Often, the only way students can find the real lines is by crossing them. This encourages rule breaking rather than stopping it.
  • ...1 more comment...
  •  
    I define a rule as what you enforce every time it's broken. Platitudes cannot be enforced because there is no line to cross, there's nothing predictable for students to understand, and they're too vague to be useful. In essence, these clumps allow teachers to enforce anything whenever they want under any conditions they chose. It's a get into jail free card. Rules aren't reduced by clumping them -- they are only hidden from students. Often, the only way students can find the real lines is by crossing them. This encourages rule breaking rather than stopping it.
  •  
    I find, however, that if you inundate students with rules and consequences, especially when they are the same rules every time, students view these as your expectations of their behavior. When they believe you expect the worst from them, they will rise to that expectation. Many rules teachers make are actually procedures, as defined by Henry Wong. If we teach procedures instead, and simply reteach the procedure every time it is not followed, they eventually get tired of being retaught the procedure and just do it. I think what some in education forget is that students, no matter what age, expect and deserve respect, too. If we consistently offer respect and dignity, even when we aren't receiving it in return, the rest of the class notices and responds in return. There need to be some rules that are clearly stated with real enforceable consequences. They need to be only a few and very important. Every professional work place has a few. But we also need to send the clear message that school, as preparing them for the workplace that will not have a100 page rule book, is where we are showing them a model of behavior that is *implicitly* expected in every segment of society.
  •  
    "Because so many educators have come to believe the myth of "the fewer rules, the better" (which I was taught in my teacher training program), they have developed what I call deception clumps. They throw as many rules as possible into a respectably titled non-communicative clump: "
Peter Beens

Who Makes the Rules in a Classroom? Seven Ideas About Rule-making - Teacher in a Strang... - 85 views

  • What made collaborative rule-creation more effective in building a smoothly functioning class?
  • It never felt as if we were wrestling with the really important issues: Building a functioning community. Safety. Personal dignity. Kindness. Order. Academic integrity. Democracy.
  • No matter what rules you put on paper, your most important job is role-modeling those practices, not enforcing them
  • ...6 more annotations...
  • On the other hand, do give clear instructions about what kids don't know. What to do when a tornado is spotted
  • Rules shouldn't restate the obvious. "No cheating" is a stupid rule. "Bring a pencil to class" is a silly rule.
  • You're shooting for influence, not control
  • Integrity helps build community. The most important directives in democratic classrooms are around ethical practices: A clear definition of cheating, understood by all students, in the digital age
  • Carrots and sticks are temporary nudges toward desirable behavior at best, but ultimately destructive
  • We want kids to behave appropriately because they understand that there are rewards for everyone in a civil, well-managed school.
  •  
    Some guidelines for involving students in the creation of the class rules. 
Randolph Hollingsworth

Twitter vs. Zombies - 33 views

  •  
    Inspired by the popular campus game Humans vs. Zombies, join @Jessifer and @allistelling for an epic zombiefied experiment in Twitter literacy, gamification, collaboration, and emergent learning. Part flash-mob. Part Hunger-Games. Part Twitter-pocalypse. Part digital feeding frenzy. Part micro-MOOC. Part giant game of Twitter tag. Band together your most trusted Twitter allies to defend against a virtual Zombie horde. Collect canned goods, store water, watch your hashtags, and sleep with one eye open. THE RULES TO JOIN THE GAME: Register on this page. Commit to posting at least 10 tweets per day. THEN, TO PLAY: 1. A ZOMBIE can #bite (to attack) once every 30 minutes. A bite will turn a HUMAN to a ZOMBIE in exactly five minutes. A #bite can only be sent to a player who has been active on Twitter in the last five mins. 2. A HUMAN can #dodge (protect yourself) once per hour and #swipe (protect someone else) once per hour. 3. When you are bitten, you have five mins to reply to the ZOMBIE with #dodge or have another player reply to you and the zombie with #swipe. A turned HUMAN must update the Twitter vs. Zombies Scoreboard by changing his/her status to ZOMBIE. 4. The rules are emergent. There will be challenges, amendments, and rule adaptations as suggested by the community and implemented by administrators. Keep your eyes on the blog and #TvsZ for updates. Anatomy of an action tweet: [@name(s)] [body of tweet with action tag #bite, #dodge, or #swipe playfully inserted] [game tag: #TvsZ] Example of a bite/dodge: @DigiWriMo attacks: "@moocmooc I want to #bite your lovely flesh. #TvsZ @moocmooc dodges: "@DigiWriMo No you don't. I have not used #dodge in an hour. #TvsZ Example of a bite/swipe: @DigiWriMo attacks: "@moocmooc What's that lump on your neck? Is that some kind of #bite? #TvsZ @Jessifer defends: "@DigiWriMo @moocmooc I #swipe your hungry beak. [pets @moocmooc] #TvsZ The game is beta, and we will be crowd-sourcing the rules as it's played.
Christina Melly

A dozen ways to teach ethical and safe technology use - Home - Doug Johnson's... - 142 views

  • Responsible teachers recognize that schools must give students the understandings and skills they need to stay safe not just in school, but outside of school where most Internet use by young people occurs. Over-filtered school networks set up a false sense of security; the real world of the Internet is quite different from the Internet at school.
    • Rob Weston
       
      Can't agree enough with this, the over-use of filters in schools is making everybody complacent when it comes to teaching students to self-filter.
    • Christina Melly
       
      Right -- if students don't take ownership of their own messages, we see a lot more of those inappropriate messages when the "babysitter" is taken away.
  • A district’s current acceptable use policy should include language about posting private information about both oneself and others
  • A district’s current acceptable use policy should include language about posting private information about both oneself and others
  • ...5 more annotations...
  • Verbalization of how we personally make decisions is a very powerful teaching tool, but it’s useless to lecture about safe and appropriate use when we ourselves might not follow our own rules.
  • If you're not making mistakes, then you're not doing anything
  • 9. Create environments that help students avoid temptations
  • Assess children’s understanding of ethical concepts. Do not give technology-use privileges until a student has demonstrated that he or she knows and can apply school policies. Test appropriate use prior to students gaining online access.
  • Privacy - I will protect my privacy and respect the privacy of others. Property - I will protect my property and respect the property of others. a(P)propriate Use - I will use technology in constructive ways and in ways which do not break the rules of my family, church, school, or government.
  •  
    2. Stress the consideration and application of principles rather than relying on a detailed set of rules. Although sometimes more difficult to enforce in a consistent manner, a set of a few guidelines* rather than lengthy set of specific rules is more beneficial to students in the long run. By applying guidelines rather than following rules, students engage in higher level thinking processes and learn behaviors that will continue into their next classroom, their homes, and their adult lives.
  •  
    Teaching ethical and safe use of ICTs.
trisha_poole

A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views

  • Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
  • ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
  • Rule #1: Practice for Skills, Connections for Concepts
  • ...16 more annotations...
  • Rule #2: Concepts before Facts (95% of the time)
  • Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
  • But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
  • Rule #4: Concept Checklists are Useful
  • Then create a second-order list under each of the larger bullet points with sub-concepts.
  • Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
  • Heuristics for Learning Better
  • A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
  • Tactic #1: The 5-Year Old Method
  • Tactic #2: Metaphors
  • I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
  • Tactic #3: Visceralization
  • combine smell, feeling and motion into an image, not just a picture.
  • Tactic #4: Deep Linking
  • if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
  • How to Learn Faster and Better
  •  
    1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
Deb Minter

When Children Make Rules - 37 views

  •  
    The article discusses the importance of rule making in the classroom and how constructivist teachers successfully implement child made rules.
C CC

News: New Zealand Primary School ditches Playground Rules - 39 views

  •  
    No rules...in the playground...could it work? It works very well in New Zealand
Doug Henry

Build your own slide rule - 2 views

  •  
    This quaint old technology is great for teaching logs, powers, and scales - includes a bit of history and a pdf template for a paper slide rule.
Brian Mull

ms-shea - WikiCommunityContract - 34 views

  •  
    Wiki Community Contract As a class, we have discussed and decided upon some rules and etiquette to be followed when using an online sharing site like wikispaces. This contract summarizes those rules and expectations. Each student has signed a hard copy of this contract and agreed to abide by it to help us promote a positive online learning community
Gerald Carey

Toddlers know counting rules at 18 months - life - 17 February 2011 - New Scientist - 61 views

  •  
    "Months before they begin to count, toddlers are teaching themselves the rules of counting. A new study suggests this starts sometime between the ages of 15 and 18 months."
Josh Flores

Brain Rules video | Brain Rules | - 122 views

    • Josh Flores
       
      Exercise boost brain function. Build stronger brains by incorporating exercise.
    • Josh Flores
       
      You cannot really multi-task.
    • Josh Flores
       
      Research why imagery is so important to incorporate into our learning.
meghankelly492

Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford H... - 1 views

  • Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
  • ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
  • chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
  • ...13 more annotations...
  • in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
  • egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
  • how active they have been willing in inserting their decisions in school-based assessment policy.
  • Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
  • Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
  • distinguish issues are purely academic from those that are purely disciplinary.
  • s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
  • The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
  • The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
  • that of courts taking a more active role and deferring less often to school leaders.
  • Because of these high stakes (real or imagined),
  • little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
  • however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
Donal O' Mahony

5 social-media groundrules… | eLearning Island - 96 views

  •  
    This is a blog posting on five really short social-media ground-rules I recommended to parents for their children just starting secondary / high school this term. Teachers seemed to like them - the link was retweeted a number of times!
Glenn Hervieux

Legal Clips » Federal district court in Mississippi rules school district did... - 2 views

  •  
    Fascinating and helpful abstract on a ruling on if schools can address students off-campus posting and discipline students without violating the student's First Amendment Rights
anonymous

21 Rules for Social Media Engagement| The Committed Sardine - 30 views

  • It’s the devices we employ, the intentions that motivate engagement, and the value we offer that dictate the significance of the brand-specific social graphs we weave. It’s a simple investment in either visibility or presence. In social media, just like in the real world, presence is felt.
  • Embody the attributes you wish to portray and instill. Operate by a code of conduct.
  • Become a true participant in each community you wish to activate.
  • ...6 more annotations...
  • Introduce value, insight and direction with each engagement.
  • Consistently create, contribute, and reinforce service and value.
  • Establish and nurture beneficial relationships online and in the real world as long as doing so is important to your business.
  • keep you connected to day-to-day engagement.
  • becoming a resource to your communities.
  • Give back, reciprocate, and recognize notable contributions from participants in your communities.
  •  
    These "rules" are aimed at business but many are true for education too.
Mr. Stanley

Teaching Document Design, Not Formatting Requirements - ProfHacker - The Chronicle of H... - 69 views

    • LuAnne Holder
       
      This would be a great activity for introductions.
  • One of my colleagues asks her students to sketch their names using a typeface that conveys something about themselves
  • One thing I do is bring in the style manuals from different local companies and show students how each company expects different things
  • ...11 more annotations...
  • Students in all disciplines are more than capable of producing and analyzing visual work in amazingly rich and complex ways.
  • many faculty members continue to specify detailed formatting requirements for student writing.
  • Your paper must be double-spaced, 12 point Times New Roman, with one-inch margins.
  • Such draconian formatting requirements stifle students’ creativity and cut off any critical thinking about what should be a crucial part of any writing-intensive classroom, namely visual design.
  • Teaching Document Design, Not Formatting Requirements
  • well-meaning and thoughtful teachers establish hard and fast formatting rules that may make their lives easier, but do a disservice to their students.
  • By making these requirements, we are telling them not to think critically—or even at all—about the visual layout of their documents.
  • We are telling them we value conformity over creativity, practicality over originality, our needs over theirs.
  • It all starts with students recognizing that design is a part of what they do when they write.
  • the rules we give our students should be negotiable, and in order for them to be negotiable, we need to talk to our students about those rules, why they exist, what the consequences of breaking or following them are, and so on.
  • Your paper should be readable and take into consideration the needs of your audience.  Most importantly, though, you should have fun and be creative with your design.
  •  
    Teachers need to allow their students more room to creatively use visual design, and at the same time, teach students to be aware. Forcing students to follow exact formatting requirements is counterproductive.
1 - 20 of 178 Next › Last »
Showing 20 items per page