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jlb Bourne

Wikicademy | Tom March - 18 views

    • jlb Bourne
       
      Culture to be in place: Trust Encouragement of risk taking by students and teachers collaborative Egalitarian approach - Everyone knows something, noone is on a pedestal as an expert. Inclusive rules not exclusive systems open access to web 2.0 resources with guidelines and trust
Jennie Snyder

The Myth About Computer-Based Reading Software? - Finding Common Ground - Education Week - 30 views

  • Dr. Allington made the comment that he would ban computers from an instructional role and that they didn't have a significant effect on teaching students to read.
  • The second-year study included four reading software products for first grade, Destination Reading (Riverdeep 2008), the Waterford Early Reading Program (Pearson School 2008), Headsprout (Headsprout 2008), and Plato Focus (Plato Learning Corporation 2008).
  • students need a more balanced program
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  • There is nothing more important to the reading process than a teacher who can provide high quality reading instruction to students.
  • llow students to choose books that they like AND can read.
  • Every child reads something he or she chooses
  • hat reading instruction needs to be 90-120 minutes which includes a large percentage of time being engaged in reading.
  • must be engaged in reading every day, and it must be authentic and meaningful.
  • Students need to spend time reading texts that are not too challenging.
  • But too often, struggling readers get interventions that focus on basic skills in isolation, rather than on reading connected text for meaning."
Dan Bench

Process vs Product in Maker-centered Learning - The Learner's Way - 42 views

  • by ‘Making Thinking Visible’ (MTV) can help here. MTV strategies offer two advantages to teachers and learners. Importantly they provide structure to thinking and encourage a deeper engagement with concepts and ideas. They also allow the thinking that is occurring to be made visible and thus a part of the assessment process
  • mastery of the process that students are utilising as they solve the problems they encounter in their making. How do they deal with obstacles? How did they plan their solution? How effectively do they collaborate? What did they do to understand the problem and how did they monitor their progress?  
  • Students move through phases of thinking that include empathy, needs analysis, ideation, planning, prototyping and evaluation in patterns both linear and non-linear as needs require.
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  • Failing is a part of the process and failing disrupts output based assessments. At the core of the maker philosophy is a process of ideation, iteration and emergence.
  • their Personal Passion Projects. Many of the projects fit neatly into the description of maker-centered learning. These are the projects where the students have identified a need and the solution is a product which they design and then prototype.
  •  
    The maker movement and with it maker-centered learning brings new possibilities and challenges into the classroom. It has spawned makerspaces and students are busy designing and making products. The danger with all this frenzied making is that it is very easy to miss the point, to focus on the product and not the journey.  
Steve Ransom

The fantasies driving school reform: A primer for education graduates - The Answer Shee... - 5 views

  • Richard Rothstein
  • In truth, this conventional view relies upon imaginary facts.
  • Let me repeat: black elementary school students today have better math skills than white students did only twenty years ago.
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  • As a result, we’ve wasted 15 years avoiding incremental improvement, and instead trying to upend a reasonably successful school system.
  • But the reason it hasn’t narrowed is that your profession has done too good a job — you’ve improved white children’s performance as well, so the score gap persists, but at a higher level for all.
  • Policymakers, pundits, and politicians ignore these gains; they conclude that you, educators, have been incompetent because the test score gap hasn’t much narrowed.
  • If you believe public education deserves greater support, as I do, you will have to boast about your accomplishments, because voters are more likely to aid a successful institution than a collapsing one.
  • In short, underemployment of parents is not only an economic crisis — it is an educational crisis. You cannot ignore it and be good educators.
  • equally important educational goals — citizenship, character, appreciation of the arts and music, physical fitness and health, and knowledge of history, the sciences, and literature.
  • If you have high expectations, your students can succeed regardless of parents’ economic circumstances. That is nonsense.
  • health insurance; children are less likely to get routine and preventive care that middle class children take for granted
  • If they can’t see because they don’t get glasses to correct vision difficulties, high expectations can’t teach them to read.
  • Because education has become so politicized, with policy made by those with preconceptions of failure and little understanding of the educational process, you are entering a field that has become obsessed with evaluating only results that are easy to measure, rather than those that are most important. But as Albert Einstein once said, not everything that counts can be counted, and not everything that can be counted, counts.
  • To be good educators, you must step up your activity not only in the classroom, but as citizens. You must speak up in the public arena, challenging those policymakers who will accuse you only of making excuses when you speak the truth that children who are hungry, mobile, and stressed, cannot learn as easily as those who are comfortable.
  •  
    An important read for anyone who truly wants to understand what's really important in education and the false reform strategies of our current (and past) administration.
Cristal Herrera

https://blackboard.sdsu.edu/bbcswebdav/pid-2350009-dt-content-rid-53515116_1/courses/ED... - 14 views

    • Cristal Herrera
       
      Quote that resonated with me: "The challenge of addressing this demographic shift with respect, knowledge, skill, and care increasingly falls on the shoulders of teachers and school leaders" (first paragraph).
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Ed Webb

New Study Shows Time Spent Online Important for Teen Development - MacArthur Foundation - 0 views

  • “Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.”
    • Ed Webb
       
      Now, if we can just get educational institutions and the relevant standards-setters - governmental and otherwise - to adapt to this stronger model of learning...
  • new challenges in how to manage their visibility and social relationships online
  • Online media, messages, and profiles that young people post can travel beyond expected audiences and are often difficult to eradicate after the fact
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  • parents and their children came together around gaming or shared digital media projects, where both kids and adults brought expertise to the table.
  • an effort to inject grounded research into the conversation about the future of learning in a digital world.
Gregory Louie

Students tap into technology - Pittsburgh Tribune-Review - 1 views

  • use their laptops to read "Don Quixote" and Dante's "Divine Comedy" on the Internet
  • Technology is the wave of the future
  • a computer program
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  • "Most jobs require computers," noted Brittnee Stephen, 16, as she assembled a slideshow on her HP Mini laptop. "It's good that we're learning it now."
    • Ed Webb
       
      The technology is still very visible, if students are talking in terms of 'computers' rather than the skills involved. We don't talk about 'paper' but writing, critical reading etc. Yet here the platform itself is emphasized. Early days, I guess.
  • has just begun incorporating technology
    • Ed Webb
       
      Uh, no. They have been using 'technology' forever, in the form of, say, books.
  • students seem far more interested in learning via interactive technology than they had been with a chalkboard and an overhead projector
    • Ed Webb
       
      Well, the problem here is that some of that can be ascribed to novelty. Once every class uses 'interactive technology' (yuk) then how much difference will there be? The tools are great. All tools can be useful. But focus on the pedagogy, people!
    • Scott Merrick
       
      I'm for focusing on understanding. I love the word "pedagogy" because most lay people don't really know what it entails--theory (which can be anything institutional or community deems effective or correct), practice (which, as we know, can be summed up with the phrase "mileage will vary"), and some third thing which if I could come up with it I'd have the magic 3 elements in an effective argument. I think effective tools used effectively by effective teachers (there! 3 uses of one adjective!) will remain effective as long as they are used to promote understanding. No argument here, Ed, just sayin'...
    • Ed Webb
       
      Perhaps the magic third thing would be 'attitude' or 'state of mind'? Alternatively, perhaps another of those non-transparent terms, 'praxis'. The point I was trying to make, of course, was that it ain't what you use, it's the way that you use it.
  • "I think the kids that have turned school off because it's boring to them will come here and see something familiar,"
    • Ed Webb
       
      Boring and familiar seem to me to be closely related, not opposites. I suspect that often when students say their learning environment is 'boring' they mean 'challenging'.
  • Educational technology does not come cheaply
    • Ed Webb
       
      The cost of books is astronomical!
  • "Learning is changing,"
    • Ed Webb
       
      Was it EVER the case that we could "just deliver a lecture and expect all the kids to get it"?
    • Gregory Louie
       
      Computer technology in my classroom has revolutionized my teaching of biology. Instead of static images on a printed page, or talk and chalk, my students can manipulate 3-D images of DNA, RNA and proteins. These have even been embedded in a research-based learning progression that leads the students to a robust understanding of the foundational elements of molecular literacy. 1. Atoms and molecules are constantly in motion. (A visualization is not possible on a 2-3 printed page.) 2. All atoms and molecules have a 3-D structure that determines how they interact with other particles. 3. Charges and other intermolecular forces play a role in atomic and molecular interactions. My students can see these for themselves, change the number of particles in a box, or the distribution of charge on a large particle or the temperature of the box and other thought experiments which they can follow in real-time. There is no way, I could do that without the computer!
Bob Rowan

Weblogg-ed - 2 views

  • no better place for my children to watch that speech (or any other, for that matter) than in a place where ideas are encouraged, where critical thinking about those ideas is a natural part of the conversation, and where appropriate response and debate can flourish. Where the adults in the room lead my kids to dig deeper, to validate facts, and consider the many levels of context in which every speech and every debate takes place. Where the discussion around it is such that it lays to rest the concern that many seem to have about this particular speech in general, that in some way the President will be able to “indoctrinate” our kids into some socialist mindset. If schools are the fully functioning learning communities that we hope they are, they should be the place where our kids learn to make sense of ideas, not to fear them. That, however, is not the message we are sending.
    • C Clausen
       
      Isn't it ironic that the very things that we fought for and received via the US Constitution, Civil Rights, etc. are the very things that students are today losing? As an American History teacher I talk about the past, present, and future and show my students how things have/have not changed throughout time. I begin the year by reading the "True Story of the 3 Little Pigs," and talk about J.S. Mill and his challenge to others to question. Is society truly against the educating of its students to have an open-mind, ask questions, and look at many perspectives?
  • In the midst of all of the “uproar” over the President’s planned speech to school kids on Tuesday, I keep thinking about what all of this says about schools, about what they are for, and about the perception that a lot of people in this country have of them.
    • Michelle Ohanian
       
      My English Language Learners were very positive about the speech and couldn't understand all the uproar. Aren't we teaching in government funded schools? Well my young adults liked the message of responsibilty. I have also taught the true story of the 3 little pigs but my ELLs weren/t really familiar with the original version. It helped with point of view from the orignal version.
  • thin walls
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  • thin walls
  •  
    Education Speech
  •  
    Education Speech
  •  
    Will Richardson is Mr. Utopian Education to a lot of people. Even if you don't agree with everything he says, most folks agree that he offers thought-provoking topics.
Maureen Greenbaum

College is a waste of time - CNN.com - 49 views

    • Brian Mull
       
      Marketing oneself in society today is a skill that all students MUST have, but too many schools are ignoring.
  • Of course, some people want a formal education. I do not think everyone should leave college, but I challenge my peers to consider the opportunity cost of going to class. If you want to be a doctor, going to medical school is a wise choice. I do not recommend keeping cadavers in your garage. On the other hand, what else could you do during your next 50-minute class? How many e-mails could you answer? How many lines of code could you write?
    • Brian Mull
       
      The key is balance. We don't need to throw the baby out with the bathwater. What we need is to construct learning environments and experiences that connect with the real world. NOt the world within the school's four walls.
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    • Brian Mull
       
      People who are successful in this area have a drive to be successful. We need to meet our students where they are, and we need to construct learning experiences in a way that engages their passions and promotes this drive. Schools and teachers can do this, but school and classroom structures need to change. 
    • Brian Mull
       
      I rather think of this as many schools are failing to give students the skills they need to empower themselves. We can't take the responsibility away of students empowering themselves. It's a small, but vital thinking shift.
  • I left college two months ago because it rewards conformity rather than independence, competition rather than collaboration, regurgitation rather than learning and theory rather than application. Our creativity, innovation and curiosity are schooled out of us.
  • 36% of college graduates showed no improvement in critical thinking, complex reasoning or writing after four years of college.
  • college as a stepping-stone to success rather than a means to gain knowledge. College fails to empower us with the skills necessary to become productive members of today's global entrepreneurial economy.
  • Failure is punished instead of seen as a learning opportunity.
  • Learning by doing
  • A major function of college is to signal to potential employers that one is qualified to work. The Internet is replacing this signaling function.
  • creating personal portfolios to showcase their talent.
  • document our accomplishments, and have them socially validated with tools such as LinkedIn
Todd Campion

Great Expectations - Wikipedia, the free encyclopedia - 0 views

  • Miss Havisham and her family Miss Havisham, wealthy spinster who takes Pip on as a companion and whom Pip suspects is his benefactor. Miss Havisham does not discourage this as it fits into her own spiteful plans. She later apologizes to him as she's overtaken by guilt. He accepts her apology and she is badly burnt when her dress catches aflame from a spark which leapt from the fire. Pip saves her, but she later dies from her injuries. Estella (Havisham), Miss Havisham's adopted daughter, whom Pip pursues romantically throughout the novel. She is secretly the daughter of Molly, Jaggers' housekeeper, and Abel Magwitch, Pip's convict, but was given up to Miss Havisham after a murder trial. Estella represents the life of wealth and culture for which Pip strives. Since her ability to love has been ruined by Miss Havisham, she is unable to return Pip's passion. She warns Pip of this repeatedly, but he is unwilling or unable to believe her. At one point, Estella is walking up some iron stairs representing how she is of a higher class than Pip when in fact she is of the same class. Arthur (Havisham), Miss Havisham's half-brother, who felt he was shortchanged in his inheritance by their father's preference for his daughter. He joined with Compeyson in the scheme to cheat Miss Havisham of large sums of money by gaining Miss Havisham's trust through promise of marriage to Compeyson. Arthur is haunted by the memory of the scheme and sickens and dies in a delirium, imagining that the still-living Miss Havisham is in his room, coming to kill him. Arthur has died before the beginning of the novel and gambled heavily, being drunk quite often. Matthew Pocket, a cousin of Miss Havisham's. He is the patriarch of the Pocket family, but unlike others of her relatives he is not greedy for Havisham's wealth. Matthew Pocket has a family of nine children, two nurses, a housekeeper, a cook, and a pretty but useless wife (named Belinda). He also tutors young gentlemen, such as Bentley Drummle, Startop, Pip, and his own son Herbert, who live on his estate. Herbert Pocket, a member of the Pocket family, Miss Havisham's presumed heirs, whom Pip first meets as a "pale young gentleman" who challenges Pip to a fist fight at Miss Havisham's house when both are children. He is the son of Matthew Pocket, Pip's tutor in the "gentlemanly" arts, and shares his apartment with Pip in London, becoming Pip's fast friend who is there to share Pip's happiness as well as his troubles. He is in love with a girl called Clara. Herbert keeps it secret because he knows his mother would say she is below his "station". Camilla, an ageing, talkative relative of Miss Havisham who does not care much for Miss Havisham and only wants her money. She is one of the many relatives who hang around Miss Havisham "like flies" for her wealth. Cousin Raymond, another ageing relative of Miss Havisham who is only interested in her money. He is married to Camilla. Georgiana, an ageing relative of Miss Havisham who is only interested in her money. Sarah Pocket, "a dry, brown corrugated old woman, with a small face that might have been made out of walnut shells, and a large mouth like a cat's without the whiskers." Another ageing relative of Miss Havisham who is only interested in her money
  • Characters from Pip's youth The Convict, an escapee from a prison ship, whom Pip treats kindly, and who turns out to be his benefactor, at which time his real name is revealed to be Abel Magwitch, but who is also known as Provis and Mr. Campbell in parts of the story to protect his identity. Pip also covers him as his uncle in order that no one recognizes him as a convict sent to Australia years before. Abel Magwitch, the convict's given name, who is also Pip's benefactor. Provis, a name that Abel Magwitch uses when he returns to London, to conceal his identity. Pip also says that "Provis" is his uncle visiting from out of town. Mr. Campbell, a name that Abel Magwitch uses after he is discovered in London by his enemy. Mr. and Mrs. Hubble, simple folk who think they are more important than they really are. They live in Pip's village. Mr. Wopsle, the clerk of the church in Pip's village. He later gives up the church work and moves to London to pursue his ambition to be an actor, even though he is not very good. Mr. Waldengarver, the stage name that Mr. Wopsle adopts as an actor in London. Biddy, Mr. Wopsle's second cousin; she runs an evening school from her home in Pip's village and becomes Pip's teacher. A kind and intelligent but poor young woman, she is, like Pip and Estella, an orphan. She is the opposite of Estella. Pip ignores her obvious love for him as he fruitlessly pursues Estella. After he realizes the error of his life choices, he returns to claim Biddy as his bride, only to find out she has married Joe Gargery. Biddy and Joe later have two children, one named after Pip whom Estella mistakes as Pip's child in the original ending. Orlick was attracted to her, but his affection was unreciprocated
Glenda Baker

Confronting the Challenges of Participatory Culture: What Are the Roles of Teachers and... - 38 views

  •  
    Participatory culture and media literacy
Ryan Collay

Physics - PhET Simulations - 19 views

    • David Garcia
       
      Kids really like this one
    • Thomas Glickman
       
      Our find it pretty challenging at the higher levels!
  • Projectile Motion
    • David Garcia
       
      I like this one as a teacher
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    • Ty Bradley
       
      Another very good site for your presentation that also allows you to change parameters.
Laura Clausen

Race to the Top evens playing field, challenges teachers | The Iowa Center for Public A... - 16 views

    • Laura Clausen
       
      I wonder if our focus on standardized tests will pollute our focus on what's best for our children - especially expectation learners.
Holley Staber

Building your PLN | Edublogs Teacher Challenges - 61 views

  • Know it or not, you already have some sort of Personal Learning Network or PLN
  •  
    Ways to set up PLM
Nigel Coutts

Between the sprint and the marathon - 12 views

  •  
    The start of a new school year brings with it great excitement and just a little sense of panic and chaos. We have new students, new classes, new teachers and new challenges. We spend time getting to know each other and building trust. But what happens next sets the tone for the year and determines our ultimate success.
anonymous

Education World: Assistive Technology for Challenged Kids - 40 views

    • anonymous
       
      It is important to understand that there are a variety of students with different learning needs. While we can utilize different teaching strategies for students who have learning disabilities, it is important to remember that there are students with physical disabilities who need a different kind of help. This article really shows us the different types available, gives examples of different students and their experiences, and provides various resources for the parent and teacher to utilize in order to find out what assistive technology may be best for their child or student. less than a minute ago
    • anonymous
       
      It is important for us to remember that there are various resources we can go to in order to help our students. We just have to know where to go to find them.
    • anonymous
       
      This article reminds us that just getting an assistive technology is not what the student needs. We need to make sure that we have the proper training in order to help the student utilize it so he or she can get the most out of the assistive device.
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