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This Year's MetLife Survey: Good News for Teacherpreneurs | transformED - 34 views

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    How can education stem the rising tide of teacher dissatisfaction? Recent MetLife survey states it is down 23% since 2008. This post has some ideas. 
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Earth and Moon - Fun with augmented reality - 2 views

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    A great augmented reality model of the Earth and Moon. Great for explaining orbits and the moon's effects on tides. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
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Project Kaleidoscope and STEM | TIDES | Overview on AAC&U website - 7 views

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    underrepresented minorities account for only 18% of the baccalaureate degrees in science and engineering (National Science Foundation, 2013). And despite the fact that women now outnumber men in college, between 2001 and 2010, the number of women earning baccalaureate degrees in computer science has decreased by 39%.
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ePublishers rush to mobile platforms... future trends survey results... - 21 views

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    ePublishers are rushing to accommodate the new mobile platforms. Textbooks will arrive before we know it. Don't underestimate the seemingly low tide. It's a Tsunami.
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TIDEs » Technology, Innovation, and Diversity in Education - 65 views

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    great list of resources for developing technology at a school site and in the classroom.
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CUNY Adjusts Amid Tide of Remedial Students - NYTimes.com - 24 views

  • “Throughout high school, I was a good math student, and to find out that it was my lowest grade of all three was really surprising,”
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    Decline of American education system. How can kids be going through high school with"good" grades in core subjects and then fail the regents exam and find themselves unprepared for freshman college classes?
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CUNY Adjusts Amid Tide of Remedial Students - NYTimes.com - 21 views

  • “The course is really a refresher, but they aren’t ready for a refresher. They need to learn how to learn.”
    • Steve Ransom
       
      Learning how to learn... this is the real problem, isn' it? If K-12 is failing, this is it.
  • The knowledge gap at community colleges is increasingly being recognized as a national problem.
  • “Many, many community college presidents will say that math developmental education is the most difficult problem they’re facing,”
  • ...4 more annotations...
  • “There’s no question that the more remediation a student needs, the less likely they are ever to graduate.”
  • only about 25 percent of full-time students at the community colleges graduate within six years
  • “I embrace developmental education because it pivots lives,” Dr. Mellow said. “If students get an associate’s degree, they can become nurses, making $85,000 a year. If they don’t make it through that developmental class, they’ll barely make minimum wage.”
  • “For those who make it to the exit line, to see the beam on their faces is really incredible.”
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RTI Talks | RTI for Gifted Students - 9 views

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
       
      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
       
      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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