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Marc Patton

Cambium Learning Technologies - Innovative Education Technology Solutions - 0 views

cambiumlearningtechnologies.com

Teaching_Ideas Teacher_Resources Language_Arts RTI

shared by Marc Patton on 26 Jun 12 - No Cached
  • Marc Patton on 26 Jun 12
     
    Learning A-Z produces online teaching materials to assist with differentiated instruction in reading, writing, and science for grades K-6.
sha towers

Next Time, Fail Better - Commentary - The Chronicle of Higher Education - 0 views

chronicle.com/...131790

failure learning risks learn from mistakes improve

shared by sha towers on 10 May 12 - No Cached
  • The work of coding, I discovered, was an endless round of failure, failure, failure before eventual success. Computer-science students are used to failing. They do it all the time. It's built into the process, and they take it in stride.
  • Humanities students are not used to failure. They want to get it right the first time.
  • Perhaps of all the humanities, the creative arts come closest to valuing failure. Poets and painters don't expect to get it right the first time. That's the idea of workshopping as a pedagogy, right? Still, there's a real difference. I'd be willing to bet that most creative writers bring a piece of work into a workshop secretly hoping it's a success. Sure, they know they need help on aspects of their story or poem, but that's not the same as failing. A computer program that doesn't run is a failure. A program that produces no usable data about the text it was set up to analyze is a failure. Why don't those failures devastate the developers? Because each time their efforts fail, the developers learn something they can use to get closer to success the next time.
  • ...2 more annotations...
  • That's what we should be teaching humanities students—to look at what went wrong and figure out how to learn from it
  • kind of administrator who is not afraid to take chances for fear of failure.
  • sha towers on 10 May 12
     
    what the humanities could learn from computer programmers
Ms. Nimz

If Students Learn Differently, Why Do Public Schools Only Support One Way? « ... - 66 views

mobilelearningblog.com/...c-schools-only-support-one-way

shared by Ms. Nimz on 14 Jan 11 - No Cached
  • true change for the better most often happens in a disruptive manner
  • learning should be tailored to the needs of each individual student
  • learning styles that match the instructor’s teaching style can be a significant factor in developing “smart kids.”
  • Roland Gesthuizen on 14 Jan 11
     
    "I've been reading the book Disrupting Class by Clayton Christensen recently. While I'm only half-way through the book, it has provided some interesting and thought-provoking ideas about lesson content, pedagogy and individual student needs as they relate to pubic schools."
  • Roland Gesthuizen on 14 Jan 11
     
    An review that reflects on our different learning styles. Has anybody read this book?
  • Ms. Nimz on 15 Jan 11
     
    Daniel Willingham is a cognitive scientist who wrote a book called "Why Don't Students Like School?" His ideas are supported by science. Clayton Christensen is a business professor His ideas about education are not as well supported.
onepulledthread

Vialogues : EdLab Seminar Longshot: The Impact of Technology and Neuroscience on Teachi... - 40 views

vialogues.com/...3393

technology neuroscience teaching

shared by onepulledthread on 08 Jan 13 - No Cached
  • onepulledthread on 08 Jan 13
     
    video of seminar with computer science/education scholar Beverly Park Woolf
David Hilton

Constructivism - 0 views

carbon.cudenver.edu/...constructivism.html

constructivism education theory pedagogy teaching

shared by David Hilton on 04 May 09 - Cached
  • David Hilton on 04 May 09
     
    Constructivist theories grew out of the work of a couple of Russians around the time of the Russian Revolution. It is radical subjectivism dressed up as science, and has no scientific credibility whatsoever. It is used by radical educators to push their barrow that nothing the teacher knows is worth the student learning and that all knowledge is innate. It's bullsh*t. Theories like this rot are part of the reason that the bottom has dropped out of Western education and we have a generation who can't write. This should be resisted by any educator with an interest in educational excellence.
Bill Genereux

Teaching With the Brain in Mind - Teaching to the Brain - 1 views

teachingthebrain.ning.com

teaching education educationreform brain learning

shared by Bill Genereux on 12 Feb 09 - Cached
    • Bill Genereux
      Bill Genereux on 12 Feb 09
       
      We started this Ning after a Kansas Science Teachers conference last fall, but all are welcome to join in the discussion.
sha towers

Doctoral degrees: The disposable academic | The Economist - 27 views

www.economist.com/17723223

phd academia university education doctoral degrees

shared by sha towers on 31 Dec 10 - No Cached
  • There is an oversupply of PhDs. Although a doctorate is designed as training for a job in academia, the number of PhD positions is unrelated to the number of job openings. Meanwhile, business leaders complain about shortages of high-level skills, suggesting PhDs are not teaching the right things. The fiercest critics compare research doctorates to Ponzi or pyramid schemes.
  • A graduate assistant at Yale might earn $20,000 a year for nine months of teaching. The average pay of full professors in America was $109,000 in 2009
  • America produced more than 100,000 doctoral degrees between 2005 and 2009. In the same period there were just 16,000 new professorships.
  • ...12 more annotations...
  • PhD students and contract staff known as “postdocs”, described by one student as “the ugly underbelly of academia”, do much of the research these days.
  • In some areas five years as a postdoc is now a prerequisite for landing a secure full-time job.
  • About one-third of Austria’s PhD graduates take jobs unrelated to their degrees. In Germany 13% of all PhD graduates end up in lowly occupations. In the Netherlands the proportion is 21%.
  • In America only 57% of doctoral students will have a PhD ten years after their first date of enrolment. In the humanities, where most students pay for their own PhDs, the figure is 49%.
  • in 1966 only 23% of science and engineering PhDs in America were awarded to students born outside the country. By 2006 that proportion had increased to 48%. Foreign students tend to tolerate poorer working conditions, and the supply of cheap, brilliant, foreign labour also keeps wages down.
  • The earnings premium for a PhD is 26%. But the premium for a master’s degree, which can be accomplished in as little as one year, is almost as high, at 23%
  • PhDs in maths and computing, social sciences and languages earn no more than those with master’s degrees
  • the skills learned in the course of a PhD can be readily acquired through much shorter courses.
  • In one study of British PhD graduates, about a third admitted that they were doing their doctorate partly to go on being a student, or put off job hunting.
  • The more bright students stay at universities, the better it is for academics. Postgraduate students bring in grants and beef up their supervisors’ publication records.
  • Writing lab reports, giving academic presentations and conducting six-month literature reviews can be surprisingly unhelpful in a world where technical knowledge has to be assimilated quickly and presented simply to a wide audience.
  • Many of those who embark on a PhD are the smartest in their class and will have been the best at everything they have done. They will have amassed awards and prizes. As this year’s new crop of graduate students bounce into their research, few will be willing to accept that the system they are entering could be designed for the benefit of others, that even hard work and brilliance may well not be enough to succeed, and that they would be better off doing something else.
  • sha towers on 13 Apr 11
     
    article from the Economist "The Disposable Academic: Why doing a PhD is often a waste of time
Roland Gesthuizen

FILLING THE TOOL BOX - 158 views

fno.org/toolbox.html

questioning research teaching education literacy science technology

shared by Roland Gesthuizen on 18 Mar 11 - Cached
  • As one of the primary goals of education is to develop autonomous but interdependent thinkers, students deserve frequent opportunities to shape and direct classroom inquiry. To fuel this inquiry, it is also essential that we validate the importance of curiosity in the process of learning. While curiosity may have killed the cat, there is no reason for us to kill curiosity
  • Critical to all of these activities, however, is some kind of guided practice in how to think through such questions.
  • Roland Gesthuizen on 18 Mar 11
     
    " Most of the strategies described below have been developed and tested by teachers in Princeton, Madison and elsewhere. They are offered as practical, effective activities that help shift the focus of classrooms from teacher orchestrated mastery and memory of information to student processing of information to create understanding and improve problem-solving."
  • Roland Gesthuizen on 18 Mar 11
     
    Some great ways to stop killing curiosity and stimulate questioning in science and technology. An oldie but a goodie.
Ed Webb

The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views

chronicle.com/...7538

crowdsourcing grading collaboration

shared by Ed Webb on 04 Aug 09 - Cached
  • Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says.
  • "Do all the work, you get an A. Don't need an A? Don't have time to do all the work? No problem. You can aim for and earn a B. There will be a chart.  You do the assignment satisfactorily, you get the points.  Add up the points, there's your grade. Clearcut. No guesswork. No second-guessing 'what the prof wants.' No gaming the system," Ms. Davidson wrote Sunday in a blog post detailing her strategy on hastac.org (pronounced "haystack"), the acronym for  "humanities, arts, science, and technology-advanced collaboration.," which she co-founded.
  • It's important to teach students how to be responsible contributors to evaluations and assessment. Students are contributing and assessing each other on the Internet anyway, so why not make that a part of learning?"
Rose Whittingham

ScienceDirect.com - Teaching and Teacher Education - In search of the essence of a good... - 51 views

www.sciencedirect.com.ezproxy.cqu.edu.au/...S0742051X03001185

shared by Rose Whittingham on 23 Feb 13 - No Cached
    • Rose Whittingham
      Rose Whittingham on 23 Feb 13
       
      And this is what I have the most issues with. I have an active disdain for the "transfer of knowledge" model and want to inspire staff and students to focus on the SKILLS, which I believe are the indicators of lifelong learning and a valuable education experience.
  • self-concepts are extremely resistant to change, even in the light of facts that clearly contradict them (Swann, 1992).
  • Stated more positively, with more balance between the various levels, the teacher will experience less inner and outer frictions. Ideally, there is a complete “alignment” of the levels, which means that the teacher's behavior, competencies, beliefs, identity and mission together form one coherent whole matching the environment.
smilex3md

How I Rewired My Brain to Become Fluent in Math - Issue 17: Big Bangs - Nautilus - 2 views

nautil.us/...brain-to-become-fluent-in-math

teaching education nautilus article math learning repetition

shared by smilex3md on 23 Sep 16 - No Cached
  • By championing the importance of understanding, teachers can inadvertently set their students up for failure as those students blunder in illusions of competence. As one (failing) engineering student recently told me: “I just don’t see how I could have done so poorly. I understood it when you taught it in class.” My student may have thought he’d understood it at the time, and perhaps he did, but he’d never practiced using the concept to truly internalize it. He had not developed any kind of procedural fluency or ability to apply what he thought he understood.
  • Time after time, professors in mathematics and the sciences have told me that building well-ingrained chunks of expertise through practice and repetition was absolutely vital to their success. Understanding doesn’t build fluency; instead, fluency builds understanding. In fact, I believe that true understanding of a complex subject comes only from fluency.
  • smilex3md on 23 Sep 16
     
    "How I Rewired My Brain to Become Fluent in Math Sorry, education reformers, it's still memorization and repetition we need."
Michele Brown

Stephen R. Covey: Our Children and the Crisis in Education - 61 views

www.huffingtonpost.com/...ren-and-the-cris_b_545034.html

education leadership

shared by Michele Brown on 21 Apr 10 - Cached
  • Employers and business leaders need people who can think for themselves -- who can take initiative and be the solution to problems. They need people who can build trust and get along with others, and solve complex challenges in teams without much supervision.
  • "Partnerships between schools and parents in educating the whole child, which includes developing both the character strength and the competencies required to really succeed in the 21st Century."
  • A.B. Combs Elementary School in Raleigh, North Carolina
  • ...4 more annotations...
  • Seven Habits of Highly Effective People -- a set of universal, timeless, self-evident principles common to every enduring, prospering society, organization, or family. I take no credit for these principles. I simply organized, sequenced and articulated them. These principles include 1) taking personal responsibility and initiative, 2) getting clear about what's important to you and setting goals, 3) putting those priorities first and being disciplined, 4) seeking mutual benefit in all interactions with others -- the golden rule, 5) seeking to understand others from their perspective first before making your point, 6) valuing differences and creating third-alternative solutions to problems that are better than "my way" or "your way," and 7) taking care of and renewing yourself in all four areas of life -- body, mind, heart and spirit.
  • The approach is inside-out, with the teachers and administrators learning, living and modeling the principles themselves first, and then, at the most basic level, integrating the principles into their teaching every day. There is no new curriculum. The principles of effectiveness are creatively woven by teachers into every subject -- reading, math, history, science, social studies, art, etc. From the moment they walk into the school each day until the final bell rings, the children soak in their adult leaders' belief that they are leaders of their own lives, have unique talents, and can make a difference.
  • We don't define leadership as becoming the CEO or the few percent who will end up in big leadership positions. We are talking about leading your own life, being a leader among your friends, being a leader in your own family. Leadership, as one school put it, is doing the right thing even when no one is looking.
  • The world has moved into one of the most profound eras of change in human history.
Matt Renwick

Educational Leadership:Best of Educational Leadership 2004-2005:Pathways to Reform: Sta... - 18 views

www.ascd.org/...Reform@-Start-With-Values.aspx

shared by Matt Renwick on 23 Dec 14 - No Cached
  • Common ends, diverse pathways.
  • what makes life worth living
  • between the science of learning and the practice of teaching lie important value judgments
  • ...4 more annotations...
  • many ways for a school to be “good
  • Normative questions are not easily settled by empirical means
  • burning desire to raise students' test scores
  • a craft model of professionalism
David Hochheiser

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

www.theatlantic.com/...274362

tracking atlantic

shared by David Hochheiser on 30 Mar 13 - No Cached
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      Terribly generalized.  
  • treated accordingly.
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      As if it ever existed?!
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      Now he's just not making sense.
  • Dallas Independent School District
    • David Hochheiser
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      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
      David Hochheiser on 30 Mar 13
       
      Practices do not support this assertion.  Upward trajectory is very limited.
  • David Hochheiser on 30 Mar 13
     
    "Mark Bowden on Being in the Slow Kids' Class"
Paul McKean

Mobento - Video Learning Platform - 83 views

www.mobento.com

search Mobento Education web2.0 word TED searchengine ifttt repository teaching learning elearning LRC ILT directory video resources tlchat library curriculum links 5star webtool Gemma diglit digital literacy NIACE project

shared by Paul McKean on 28 Aug 12 - No Cached
  • Martin Burrett on 28 Aug 12
     
    A good educational video site on topics including a wide range of science, history, maths, computing and more. Search using words that appear in the video. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams
Martin Burrett

Qwiki - 141 views

www.qwiki.com

search Information Video history science literacy maths geography

shared by Martin Burrett on 26 Nov 10 - No Cached
    • Seth Roberts
      Seth Roberts on 28 Nov 10
       
      This site has a 30 second blurb on many topics that we teach from the money supply to Henri Matisse  from the space station to the properties of chemicals.
    • jawatsonii
      jawatsonii on 25 Jan 11
       
      This is great, going to share with the teachers
    • International School of Central Switzerland
      International School of Central Switzerland on 06 Feb 11
       
      great help - mainstream topics like "volcano" are pretty safe.  But the embed code doesn't work for Wikispaces.
  • Linda Lyster on 26 Nov 10
     
    Be among the first to join Qwiki. Their "information experience" will be launching soon. Watch the video to learn more about it.
  • ...2 more comments...
  • Seth Roberts on 28 Nov 10
     
    You all want to check out this new tool.
  • Steve Ransom on 27 Jan 11
     
    An amazing technology that aggregates content from across the Internet and presents it in a unified, media-rich fashion.
  • Dana Huff on 29 Jan 11
     
    Qwiki allows users to learn more about a variety of topics through multimedia and storytelling. Users can also contribute content to make Qwiki even better.
  • Martin Burrett on 27 Jun 11
     
    Qwiki instantly makes a 1 minute educational movie on any topic. A must try resource! Works by typing in a search term. Great for visual/auditory learners... and teachers. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
Tony Baldasaro

Classrooms Go High-Tech to Engage Students - US News and World Report - 0 views

www.usnews.com/...h-tech-to-engage-students.html

technology engage students teaching hightech

shared by Tony Baldasaro on 23 Jul 09 - Cached
  • destroyed the boundaries of classrooms
  • Some may see this as a distraction, but students are used to multitasking
  • Tony Baldasaro on 23 Jul 09
     
    Article about using technology in higher education to keep students engaged in learning.
maureen greenbaum

The Protégé Effect | Psychology Today - 27 views

www.psychologytoday.com/...the-prot-g-effect

learning education technogy

shared by maureen greenbaum on 13 Jun 12 - No Cached
  • most cutting-edge tool under development is the “teachable agent” — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil.
  • Stanfor
  • Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas.
  • ...2 more annotations...
  • Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students. Even though users’ interactions with Betty are virtual, the social impulses that make learning-by-teaching so potent still come into play
  • The Protégé Effect
fachdidaktik

ShowMe - The Online Learning Community - 7 views

www.showme.com

shared by fachdidaktik on 22 Feb 12 - No Cached
  • Martha Hickson on 22 Feb 12
     
    ShowMe is an open learning community where you can teach or learn anything. Watch great lessons for free, or create your own with the iPad app.
  • Martin Burrett on 04 Jul 13
     
    This is an iPad app and site where you can create video tutorials on a virtual whiteboard on an iPad and share it on the web to view on any device. The site has a extensive bank of shared tutorials from other educators on a range of topics, including maths, science, English, languages and more. Download the app at https://itunes.apple.com/us/app/showme-interactive-whiteboard/id445066279 http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
david ellis

Netvibes (124) - 1 views

www.netvibes.com

shared by david ellis on 22 Apr 09 - Cached
  • Programming -OK, on the programming thing, here are my thoughts.In our curriculum our objective is not as much a specific LANGUAGE. One year I may use HTML with Javascript, this past year I used LSL — what I want kids to know that when they encounter programming and coding that there are certain conventions. Some are case sensitive, some are not. How do you find out how to add to what you know about programming? Do you know where to go to find prewritten code? Can you hack it to make it work to do what you want it to do?We spend about a week – two weeks but I require they know how to handcode hyperlinks and images – they are just too important.But to take 12 weeks or 6 weeks to learn a whole language – yes maybe some value – but to me the value is HOW is the language constructed or built. What are the conventions and how do I educate myself if I am interested in pursuing. What comes out of this time is kids who say either “I never want to do that” or “this is really cool, I love coding.”They are doing very simplistic work (although the LSL object languages were pretty advanced) but since we don’t have a full course nor time in our curriculum, I do see this as an essential part of what I teach.I’m not teaching it for the language sake but for the sake of understanding the whole body of how languages work – we talk about the different languages and what they are used for as part of Intro to Computer science and have an immersive experience.To me, this is somewhat a comprimise between leaving it out entirely or forcing everyone to take 12 weeks of it. I just don’t know where 12 weeks would go in the curriculum.
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