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Julia Gardiner

Lateline - 29/10/2012: PMs plan for every child to learn an Asian language - 14 views

www.abc.net.au/...s3621224.htm

shared by Julia Gardiner on 10 Mar 15 - No Cached
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The rationale or thinking behind introducing languages early in primary school
  • Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
  • education will be the key and wants all school students to study an Asian language.
  • ...24 more annotations...
  • funded
  • where all the new teachers might come from
  • where all the new teachers might come from.
  • the gold standard
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
       The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
  • If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
  • The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Is this  good policy making? Some would  consider  it 'blackmail'!
  • Broadly, teachers and education experts have welcomed the plan, but question where the money is going to come from.
  • catchcry of the Hawke and Keating governments
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
  • Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      How do we encourage students to  continue  learning an Asian language into the final years  of high school and  eyond?
  • say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
  • hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
  • JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Suggested reasons for the decline in language graduates and therefore  in language teachers. 
  • will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
  • e Prime Minister acknowledges the shortages, but says technology
  • will help.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      This argument t can be debated.  It would suggest that technology in itself will be a solution!
  • we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
  • JEANNIE REA:
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      What type of incentive scan be offered/
  • Julia Gardiner on 10 Mar 15
     
    The Prime Minister wants all school students to study an Asian language to secure Australia's future in the Asian Century.
  • nadinebailey on 11 Mar 15
     
    Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
anonymous

Students Use Graphic Organizers to Improve Mathematical Problem-Solving Communications - 54 views

www.amle.org/...em-Solving-Communications.aspx

essential questions

shared by anonymous on 01 Jul 14 - No Cached
  • Our four corners and a diamond graphic organizer has five areas: What do you need to find? What do you already know? Brainstorm possible ways to solve this problem. Try your ways here. What things do you need to include in your response? What mathematics did you learn by working this problem?
    • anonymous
      anonymous on 01 Jul 14
       
      Questions to flesh out the Essential Question.  This would be a great way to implement student blogs in a math class!
  • teachers reported dramatic improvements in students' mathematics scores on open-response items after implementing the four corners and a diamond graphic organizer.
  • ...1 more annotation...
  • The teachers saw that their lower-ability students, who normally would not have attempted problems, had now written partial solutions.
Glenn Hervieux

The 5 Second Solution - 278 views

www.youtube.com/watch

pedagogy teaching video

shared by Glenn Hervieux on 10 Jan 14 - No Cached
  • Glenn Hervieux on 10 Jan 14
     
    "When I observe teachers, I see one small, specific problem more often than anything else. If they fixed it, they would notice an instant difference in how well their classes go." - check out the solution
Sharin Tebo

Making the Most Out of Teacher Collaboration | Edutopia - 42 views

www.edutopia.org/...oration-strategies-ben-johnson

SDW PLC teacher collaboration teachers teacher collaboration Professional Development professionallearning

shared by Sharin Tebo on 02 Jul 15 - No Cached
  • Collaboration
  • collaborate
  • effective teacher collaboration
  • ...8 more annotations...
  • the attitude of professional privacy is not conducive to professional development
  • Build relationships Observe the best Ask questions Share Come prepared
  • preparation sparks much deeper conversation, more complete answers and better solutions. For informal collaborations, before I attempted to try out any new idea, I would ask one of my esteemed colleagues what they thought of it. In terms of assessments, the easiest way to improve the validity of the assessment is to have a colleague or group of colleagues review it.
  • develop a list of "how to" and "why for" questions regarding student data, instruction, discipline, etc.
  • bring my list of questions pertinent to the agenda in order to pick the groups' collective brain for answers.
  • one of the reasons that schools do not improve as fast as we would like them to is that when teachers get together for a purpose, rarely has research been done by the teachers, neither have ideas been mapped out prior to the meeting.
  • teachers, when it comes to their performance in the classroom, tend to stick to themselves.
  • Personal Steps to Effective Collaboration
  • Sharin Tebo on 02 Jul 15
     
    Collaboration: Build relationships, observe the best, ask questions, share, come prepared
Benjamin Allen

Getting A Job Is Not The Purpose Of School - 41 views

www.teachthought.com/...ose-school-is-not-to-get-a-job

educational philosophy vocational training

shared by Benjamin Allen on 21 Mar 14 - No Cached
  • By calling it “school” (rather than learning), and “a job” (rather than work), we’re unwittingly creating a tone of drudgery and compliance that centers the institutions and their processes (grades, academic success and performance), and de-centers the end result (skills–>understanding–>creativity–>wisdom).
  • the vast majority of social ills that plague us–as a planet, not just in one country–stem from a surplus of bad work
  • And because we’ve all had jobs that sucked, it’s easy to shrug it off as a necessary evil in life, but it’s not. Work that demeans, dehumanizes, mechanizes, and depersonalizes individuals also, by design, demean, dehumanize, mechanize, and depersonalize society at large, and telling people to “be thankful they have a job” is an antiquated response that misses the point.
  • ...7 more annotations...
  • The curse of social conditioning and norm-referencing here is also at play
  • Wendell Berry in a letter he wrote responding to the idea of a “work-life” balance
  • Only in the absence of any viable idea of vocation or good work can one make the distinction implied in such phrases as “less work, more life” or “work-life balance,” as if one commutes daily from life here to work there.
  • If such questions are not asked, then we have no way of seeing or proceeding beyond the assumptions of (the author) and his work-life experts: that all work is bad work; that all workers are unhappily and even helplessly dependent on employers; that work and life are irreconcilable; and that the only solution to bad work is to shorten the workweek and thus divide the badness among more people.”
  • no matter what sort of values a family promotes, the learning process, by design, changes a person
  • Doesn’t the quality of a culture rely in part on a deep, dynamic interaction between those who are adults now, and those who will be soon?” And in that intersection sits education.
  • Getting a job is not the purpose of school. Good work is a shared core of both education and social improvement. I’m not entirely sure what this means for learning on a practical level, but I keep having the idea of diverse learning forms embedded in authentic local communities as a kind of first response.
Amy Roediger

Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text

common core standards CCSS reading teaching education resources

shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
Kate Pok

2 Ways To Annotate Your PDF Files Online - 180 views

www.makeuseof.com/...ways-annotate-pdf-files-online

annotation tech tools Teaching notes

shared by Kate Pok on 18 Nov 11 - No Cached
    • Kate Pok
      Kate Pok on 18 Nov 11
       
      Coollaborative PDF annotation solution for students?
  • What makes it stand out from the other PDF annotators in this list is that it allows you to share your marked-up PDF file with a shortened link, and even with embed codes! Once you share it, you can choose to let your viewers add comments to your document. The other unique feature is that you can collaborate with others so you can all view and annotate the file together, even if you’re in remote locations. You can then see all of the changes made to the document in a sidebar. Crocodoc allows you to download the original file as well as the annotated version, which you can view in Sumatra, Evince or your favorite PDF reader, with annotations and all.
jlkienzle

Glogster EDU: A complete educational solution for digital and mobile teaching and learn... - 43 views

edu.glogster.com/?ref=com

glogster presentation education teaching

shared by jlkienzle on 03 Aug 14 - No Cached
  • jlkienzle on 03 Aug 14
     
    Allows students to create web pages.
Clint Heitz

This Is How The Way You Read Impacts Your Memory And Productivity - 17 views

www.fastcompany.com/...s-your-memory-and-productivity

reading digital resources

shared by Clint Heitz on 21 Mar 18 - No Cached
  • Studies have shown that taking notes by longhand will help you remember important meeting points better than tapping notes out on your laptop or smartphone. The reason for that could be that “writing stimulates an area of the brain called the RAS (reticular activating system), which filters and brings clarity to the fore the information we’re focusing on
  • says one explanation for the benefit of reading analog books may come down to something called metacomprehension deficit. “Metacomprehension refers to how well we are ‘in touch with,’ literally speaking, our own comprehension while reading,” says Mangen. “For instance, how much time do you spend reading a text in order to understand it well enough to solve a task afterwards?”
  • “Length does indeed seem to be a central issue, and closely related to length are a number of other dimensions of a text, e.g., structure and layout. Is the content presented in such a way that it is required that you keep in mind several occurrences/text places at the same time?” says Mangen. In other words, she says, complexity and information density may play a role in the importance of the medium providing the text.
  • ...2 more annotations...
  • “It is not–and should not be–a question of either/or, but of using the most appropriate medium in a given situation, and for a given material/content and purpose of reading,”
  • As the study cited above mentions, like other digital readers, you probably think you are absorbing the information better than you actually are, and thus move through the book faster.A simple solution to this is to simply slow down and take more time reading the material, and you might absorb the information just as well as those who naturally take longer to read a paper book.
Ryan Evans

10 Best Practices for Implementing Gamification - 15 views

www.td.org/...-for-implementing-gamification

gamification best practices

shared by Ryan Evans on 28 Jul 18 - No Cached
  • make sure you know what constitutes success.
  • Only use gamification as a learning solution when it makes sense and resonates with learners. 
  • Explain why the learners are earning points, who they are trying to save, why they are searching for a treasure. Remember, gamification works well when it is within a context—create a reason why learners should interact with the content you have created.
  • ...7 more annotations...
  • Retrieval practice requires learners to recall information rather than simply re-read or re-listen to it.
  • The learners should be able to directly link their actions and activities to a score so they know what they need to do to be successful.
  • Keep leaderboards small
  • Use levels and badges appropriately
  • Let the learner know how many levels they are going to need to complete before the learning is over.
  • Badges, on the other hand, are good for showing non-linear progress. Badges can be tied to either terminal or enabling objectives. Also, if possible provide a place where learners can “show off” badges to leverage the social effectiveness of gamification. 
  • Bonus: monitor learner progress
meghankelly492

Technology Is Changing How Students Learn, Teachers Say - The New York Times - 13 views

www.nytimes.com/...udents-learn-teachers-say.html

world Music

shared by meghankelly492 on 21 Feb 20 - No Cached
  • hat the education system must adjust to better accommodate the way students learn, a point that some teachers brought up in focus groups themselves
  • roughly 75 percent of 2,462 teachers surveyed said that the Internet and search engines had a “mostly positive” impact on student research skills. And they said such tools had made students more self-sufficient researchers.
  • But nearly 90 percent said that digital technologies were creating “an easily distracted generation with short attention spans.”
  • ...2 more annotations...
  • About 60 percent said it hindered students’ ability to write and communicate face to face, and almost half said it hurt critical thinking and their ability to do homework.
  • Other teachers said technology was as much a solution as a problem.
Matt Renwick

Education Week Teacher: How to Make the Most of Your Professional Learning Community - 33 views

www.edweek.org/...tln_kriete_plc.html

plc

shared by Matt Renwick on 22 Feb 13 - No Cached
  • During our first meeting of the school year, we jotted down on sticky notes what each of us wanted to accomplish in our weekly meetings. Three main ideas rose to the top and have driven our work together ever since: support for each other, help with pacing an overwhelming curriculum, and detailed plans to implement with our students. Everything we do as a group addresses one or more of these three objectives.
  • Talking about the issues and pressures of teaching—always in a solutions-focused way, of course—is cathartic itself.
  • PLCs must find ways to share the workload, not increase it.
  • ...2 more annotations...
  • Effective PLCs must focus on student learning. It's no use becoming bogged down in issues or procedures that are out of our control as classroom teachers.
  • To keep ourselves on track, we examine our students' strengths and weaknesses, creating plans that maximize student success.
dahlb12

The 3 biggest Twitter problems for teachers-and how to overcome them | eSchool News - 33 views

www.eschoolnews.com/...3-twitter-problem-teachers

Twitter problems teachers solutions

shared by dahlb12 on 22 Apr 17 - No Cached
    • dahlb12
      dahlb12 on 22 Apr 17
       
      Great Ideas! Social media is extremely hard to police
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.
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