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Home/ Diigo In Education/ Contents contributed and discussions participated by Margaret FalerSweany

Contents contributed and discussions participated by Margaret FalerSweany

Margaret FalerSweany

U.S. high school dropout rate reaches record low, driven by improvements among Hispanic... - 12 views

  • Just 7% of the nation’s 18-to-24 year olds had dropped out of high school, continuing a steady decline in the nation’s dropout rate since 2000, when 12% of youth were dropouts.
  • The decline in the size of the Hispanic dropout population has been particularly noteworthy because it’s happened at the same time that the Hispanic youth population is growing.
  • census data show that Hispanics have reached a record high school completion rate.
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  • The dropout rate for black youth also was at a record low in 2013 (8%) and has fallen by nearly half since 2000 (15%).
Margaret FalerSweany

Academic Skills on Web Are Tied to Income Level - NYTimes.com - 41 views

  • a new study shows that a separate gap has emerged, with lower-income students again lagging more affluent students in their ability to find, evaluate, integrate and communicate the information they find online.
  • Teachers have to expect and recognize that they can’t just say ‘Google something,’ because some of our students still don’t know what that means
  • teachers often assumed that because adolescents seemed so comfortable with technology that they actually knew how to use it in an academic context. Teachers have the “perception that the students are already tech savvy and can navigate and move around more quickly than the teachers,” Mr. Damico said. “B
Margaret FalerSweany

Text to Text | 'The Giver' and 'The Dark Side of Young Adult Fiction' - NYTimes.com - 59 views

  • ideas for connecting it to a larger discussion about the popularity of dystopian literature, as well as options for going further
  • Key Questions: Why are dystopian novels so popular among young adults right now?
  • What can dystopian fiction show or teach us that, perhaps, other kinds of stories cannot
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  • In this forum, seven experts discuss the questions, Why do bestselling young adult novels seem darker in theme now than in past years? What’s behind this dystopian trend, and why is there so much demand for it?
  • Connecting “The Giver” to Other Dystopian Literature
  • Censorship and the Novel
  • An Ending for “The Giver”
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    New York Times discussion of why young adults read dystopian stories such as "The Giver." The Author talks about the book and a panel of 8 experts discuss dystopian literature. Exercises are provided that students can use when studying such stories and novels.
Margaret FalerSweany

With Tech Taking Over in Schools, Worries Rise - NYTimes.com - 43 views

  • Technology companies are collecting a vast amount of data about students, touching every corner of their educational lives — with few controls on how those details are used.
  • growing parental concern that sensitive information about children — like data about learning disabilities, disciplinary problems or family trauma — might be disseminated and disclosed, potentially hampering college or career prospects.
  • implications beyond education.
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    Discusses laws proposed in 16 states "prohibiting educational sites, apps and cloud services used by schools from selling or disclosing personal information about students from kindergarten through high school; from using the children's data to market to them; and from compiling dossiers on them."
Margaret FalerSweany

Why Flunking Exams Is Actually a Good Thing - NYTimes.com - 2 views

  • the tests appear to improve subsequent performance in topics that are not already familiar, whether geography, sociology or psychology.
  • Across a variety of experiments, psychologists have found that, in some circumstances, wrong answers on a pretest aren’t merely useless guesses. Rather, the attempts themselves change how we think about and store the information contained in the questions.
Margaret FalerSweany

What's Lost as Handwriting Fades - 52 views

  • Children not only learn to read more quickly when they first learn to write by hand, but they also remain better able to generate ideas and retain information.
  • When children had drawn a letter freehand, they exhibited increased activity in three areas of the brain that are activated in adults when they read and write
  • When the children composed text by hand, they not only consistently produced more words more quickly than they did on a keyboard, but expressed more ideas.
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  • cursive writing may train self-control ability in a way that other modes of writing do not
  • For adults, typing may be a fast and efficient alternative to longhand, but that very efficiency may diminish our ability to process new information
  • students learn better when they take notes by hand than when they type on a keyboard.
  • writing by hand allows the student to process a lecture’s contents and reframe it — a process of reflection and manipulation that can lead to better understanding and memory encoding.
Margaret FalerSweany

Bedford Bits: Ideas for Teaching Composition » Blog Archive » A Revision Plan... - 31 views

  • I asked students to compose revision plans, rather than actually rewriting their work.
  • most students did a great job of going beyond responding to the things I had noted in end comments on their papers.
  • it was simple to read through their responses and see how well their plans fit the expectations for the assignment.
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  • Most of the revision plans showed better engagement and thinking about writing than any of the rewrites I received in the past.
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    Rather than having students revise, author suggests having students write a revision plan.
Margaret FalerSweany

The Myths of Technology Series - "Technology equals engagement" - 73 views

  • The Myths of Technology Series – “Technology equals engagement”
  • As educators, we have to be able to differentiate between “novelty” and “engagement”; they often look the same at the beginning, but one will quickly fade.
  • Compliance – Do this because I told you. Engagement – Do this because you are excited. Empowerment – Do this because you have the power to do something meaningful for yourself.
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  • engagement” should not be the highest bar we set for our students.  If we can develop meaningful learning opportunities that empower our students to make a difference, our impact will go beyond their time they spent in our classrooms.  Technology alone will never provide this.  We need great educators that think differently about the opportunities we now have in our world and will take advantage of what we have in front of us, and help to create these experiences for our students to do something powerful.
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    One of a series of commentaries on the relationship between technology and learning. The comments here raise questions worth thinking about.
Margaret FalerSweany

Educational Leadership:Writing: A Core Skill:Teach Critical Thinking to Teach Writing - 48 views

  • critical thinking doesn't come easily for anyone
  • writing does not necessarily teach critical thinkin
  • the best way to help students learn critical thinking may be to actually teach it
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  • although writing and thinking may be linked, students don't learn to think just by learning to write; rather, to learn to write, they need to learn to think.
Margaret FalerSweany

More Than Half of Students 'Engaged' in School, Says Poll - Education Week - 46 views

  • A broad focus on testing and new standards can lead schools to neglect the individualized needs of students,
  • unless U.S. schools can better align learning strategies and objectives with fundamental aspects of human nature, they will always struggle to help students achieve their full potential
  • Researchers classified 31 percent of teachers as “engaged” at work under that index, compared with 30 percent of respondents overall. But, among all occupations tracked in the survey, teachers were the least likely to say that their opinions counted at work.
Margaret FalerSweany

Response: Ways to Cultivate 'Whole-Class Engagement' - Classroom Q&A With Larry Ferlazz... - 105 views

  • consistently use basic motivation strategies.
  • we need to ensure that we are implementing a series of factors that elevate our students' focus and level of concern.
  • Your odds of keeping your students on task go up when you mix things up and keep the energy feeling fresh.
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  • Work to establish a classroom culture in which it is understood that, with every task they perform, students know there is a strong possibility that they will have to share out their results in front of their peers.
  • Small changes of routine increase the motivation to attend to the task at hand.  
  • The A-Z Sentence Summary:
  • Total Participation Techniques frame the context so that all students are responding to higher-order prompts in low-risk settings.
  • The Chalkboard Splash:
  • he "Pause, Star, Rank":
  • we need to be conscious of the amount of work we give the students.
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    Have used several of these strategies at the college level and they really do work.
Margaret FalerSweany

4 Tips to Build Student Confidence | Edutopia - 47 views

  • How can we help students feel in control, confident and willing to approach learning new material? How can we help them feel poised for success on assessments and confident with new material?
  • Say It Out Loud
  • Brain Dump
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  • Not All in a Straight Line
  • Be Visual or Musical
Margaret FalerSweany

Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends -- THE J... - 55 views

  • Flipped Classrooms
  • a quarter of administrators identified flipped learning as having a major effect on teaching and learning, compared to only 21 percent who identified educational games and mobile apps and 19 percent who identified professional learning communities for educators has having a significant effect.
  • Forty-one percent of administrators indicated that they think pre-service teachers should learn how to set up a flipped classroom before they earn their teaching credentials;
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  • Sixty-six percent of principals said they think teacher preparation programs should teach pre-service teachers how to use and create videos and other digital media for use in the classroom
Margaret FalerSweany

Want Students to Come to Class Prepared? Try Rolling the Dice. - 94 views

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    We all want our students to do the reading, and we all want them to come to class ready to discuss what they've read. Making that happen, however, is often a difficult proposition. Fernald and Swope provide techniques that take two tasks that most instructors dislike-administering pop quizzes and "cold calling on students"-and place them in the hands of the gods of probability.
Margaret FalerSweany

The No-Fail Secret to Writing a Dissertation - 47 views

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    Although this is focuses on writing dissertations, it's excellent advice for writing up any research paper--whether at the high school or college level.
Margaret FalerSweany

PowerPoint in higher education is ruining teaching. - 6 views

  • PowerPointless Digital slideshows are the scourge of higher education.
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    A visual example of why teachers, whether in K-12 OR higher education might want to re-think their own use of PowerPoint slide shows. What she does not say, but probably should, is that any slide show should probably have only about 25% of the material that will be presented.
Margaret FalerSweany

Creativity Becomes an Academic Discipline - NYTimes.com - 70 views

  • Critical thinking has long been regarded as the essential skill for success, but it’s not enough, says Dr. Puccio. Creativity moves beyond mere synthesis and evaluation and is, he says, “the higher order skill.”
  • Traditional academic disciplines still matter, but as content knowledge evolves at lightning speed, educators are talking more and more about “process skills,” strategies to reframe challenges and extrapolate and transform information, and to accept and deal with ambiguity.
  • find some cultural norms to break,”
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  • “Examine what in the culture is preventing you from creating something new or different. And what is it like to look like a fool because a lot of things won’t work out and you will look foolish? So how do you handle that?”
  • an interdisciplinary graduate certificate in creativity and innovation
Margaret FalerSweany

20 Twitter Hashtags Every Teacher Should Know About - Edudemic - 121 views

  • 20 Twitter Hashtags Every Teacher Should Know About
  • These Twitter chats cover anything and everything in education, and represent a great jumping off point for those just getting started in Twitter education chats.
  • Twitter chats to get connected and discuss topics concerning school administrators.
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  • English teachers, librarians, and other educators in special subjects can check out these chats for great information and resources.
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    A collection of educational Twitter chats for educators.
Margaret FalerSweany

Taking the Struggle Out of Group Work | MiddleWeb - 86 views

  • assigning a pool of points for a team, say 40 points for four students, and having the students divide the points up depending on who did which percentage of the work, was effective in raising students’ participation in a group project.
  • the students realize that there is a tangible effect if they do not do their work.
  • Another, very quantifiable, way of discerning and holding students accountable for what they accomplish during group writing/projects is using Google Drive to track participation.
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  • The most important thing about collaborative work, we have found, is making the students metacognitively aware of their role in a team.
  • students feel more invested in their work together–identifying themselves as all on the same side, working for a common goal.
Margaret FalerSweany

How Firm Are Our Principles? - NYTimes.com - 1 views

  • MORAL quandaries often pit concerns about principles against concerns about practical consequences.
  • two ethical frameworks. A utilitarian perspective evaluates an action purely by its consequences. If it does good, it’s good. A deontological approach, meanwhile, also takes into account aspects of the action itself, like whether it adheres to certain rules. Do not kill, even if killing does good. No one adheres strictly to either philosophy, and it turns out we can be nudged one way or the other for illogical reasons.
  • to think either abstractly or concretely
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  • a very simple manipulation of mind-set that did not change the specifics of the case led to very different responses.
  • Class can also play a role. Another paper, in the March issue of the Journal of Personality and Social Psychology, shows that upper-income people tend to have less empathy than those from lower-income strata, and so are more willing to sacrifice individuals for the greater good.
  • stressing subjects, rushing them or reminding them of their mortality all reduce utilitarian responses,
  • Even the way a scenario is worded can influence our judgments, as lawyers and politicians well know.
  • our moods can make misdeeds seem more or less sinful.
  • Objective moral truth doesn’t exist, and these studies show that even if it did, our grasp of it would be tenuous.
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