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Jon Tanner

Why Innovation Can't Fix America's Classrooms - Marc Tucker - National - The Atlantic - 1 views

www.theatlantic.com/...249524

innovation fix america school edreform

shared by Jon Tanner on 06 Dec 11 - No Cached
  • Jon Tanner on 06 Dec 11
     
    This reinforces Scott McLeod's assertion (shared by many others) that we need to have a revolutionary change, not an incremental one.
anonymous

The Writing Revolution - Peg Tyre - The Atlantic - 4 views

www.theatlantic.com/...309090

shared by anonymous on 28 Sep 12 - No Cached
  • anonymous on 28 Sep 12
     
    "t underlie good analytical writing, was a dramatic departure from what most American students-especially low performers-are taught in high school. The program challenged long-held assumptions about the students and bitterly divided the staff. It also yielded extraordinary results. By the time they were sophomores, the students who had begun r"
parsonslab

Animal Behaviorist: We'll Soon Have Devices That Let Us Talk With Our Pets - Megan Garber - The Atlantic - 23 views

www.theatlantic.com/...276532

Language Animals communication

shared by parsonslab on 20 Feb 14 - No Cached
  • Let Us Talk With Our
  • parsonslab on 20 Feb 14
     
    This speaks for itself! 
Matt Renwick

Why Do Teachers Quit? - Liz Riggs - The Atlantic - 41 views

www.theatlantic.com/...280699

teachers teacher retention turnover article

shared by Matt Renwick on 31 Dec 13 - No Cached
  • A range of factors influences teacher retention, according to Ingersoll’s research, but he tells me that the way administration deals with both students and teachers has a “huge effect” on teacher satisfaction.
  • Ingersoll has also done extensive research on beginning teacher support and found that teachers who have even just two small initiatives in place (working with a mentor and having regular supportive communication with an administrator) are more likely to stay in the classroom.
Kris Cody

'We Are Creating Walmarts of Higher Education' - Timothy Pratt - The Atlantic - 59 views

www.theatlantic.com/...282619

education

shared by Kris Cody on 29 Dec 13 - No Cached
  • Kris Cody on 29 Dec 13
     
    Examines how universities are changing, including lowering expectations, getting rid of programs, and considering the pressure that graduation rates will be used to judge institutions. An interesting connection to global ed reform and the various pressures in education. A disturbing discount of humanities and their import.
Maria Wilbar

How Do You Cite a Tweet in an Academic Paper? - Alexis C. Madrigal - The Atlantic - 12 views

www.theatlantic.com/...253932

shared by Maria Wilbar on 04 Aug 13 - No Cached
    • Maria Wilbar
      Maria Wilbar on 04 Aug 13
       
      Good to know! How to cite a Tweet in an Academic Paper in MLA.
Steve Ransom

The Most Important Lesson Schools Can Teach Kids About Reading: It's Fun - Jeffrey Wilhelm & Michael Smith - The Atlantic - 42 views

www.theatlantic.com/...281295

reading literacy pleasure affect

shared by Steve Ransom on 15 Nov 13 - No Cached
  • pleasure is not incidental to reading—it’s essential
  • experience the pleasure of entering a story world
  • The pleasure of play is what readers experience when they become lost in a book
  • ...5 more annotations...
  • not privilege intellectual pleasures, the characteristic province of school
  • You can sort of help yourself change in that way, and when you really admire a character in a book who’s really brave and stuff, you kind of can idolize them and become more like them. So it’s not really learning about yourself, it’s learning about what you could be.
  • teachers of reading and literature need to make pleasure more central to our practice. 
  • Our data also convinced us of the importance of choice
  • Students should have regular opportunities to behave the way adult readers do and choose their own reading.
  • Steve Ransom on 15 Nov 13
     
    Suggests that when we over-emphasize the intellectual pleasures of reading, we kill the needed joy of reading in many students.
Mariusz Leś

The Drugs of Work-Performance Enhancement - Atlantic Mobile - 13 views

m.theatlantic.com/...281055

shared by Mariusz Leś on 13 Nov 13 - No Cached
  • From time to time, I witnessed the shadows of depression, which I’ve read that others on the drug sometimes succumb to. Fortunately, I had the wherewithal to know this was a chemically induced darkness—one that reminded me of the sharp mood swings associated with Decadron, a corticosteroid once prescribed to me for a subdural hematoma resulting from a head injury. After two weeks of usage with this steroid, I felt suicidal. My physician had not warned me of this side effect. But with Adderall, I had knowledge aplenty and knew that once I stopped it, my depression would quickly lift. I also know that not everyone has that kind of previous experience or perspective, which is when folks get into deep trouble.
  • Mariusz Leś on 13 Nov 13
     
    Dark side of productivity
smilex3md

How Scholars Hack the World of Academic Publishing Now - Robinson Meyer - The Atlantic - 16 views

www.theatlantic.com/...279119

scholars hack academic publishing atlantic cartel citation

shared by smilex3md on 30 Aug 13 - No Cached
  • smilex3md on 30 Aug 13
     
    If you want to understand the modern academy, it wouldn't hurt to start at "impact factor." Citation cartels.
Michele Brown

Confusing Math Homework? Don't Blame the Common Core - Jessica Lahey - The Atlantic - 53 views

www.theatlantic.com/...360064

shared by Michele Brown on 04 Apr 14 - No Cached
  • Michele Brown on 04 Apr 14
     
    Finally an article that actually clarifies the misconception about Common Core
Marti Pike

Perspectives on RtI - 32 views

www.2enewsletter.com/...13_01_Perspectives_on_RtI.html

2E

shared by Marti Pike on 02 May 14 - No Cached
  • all students have the opportunity to do what the 2e student is doing
    • Marti Pike
      Marti Pike on 02 May 14
       
      What does this look like?
  • Avoid taking ove
  • Start with talent developmen
  • ...15 more annotations...
  • r their gift
  • enjoy success at school
    • Marti Pike
      Marti Pike on 02 May 14
       
      http://www.theatlantic.com/technology/archive/2014/04/beyond-screen-time-what-a-good-game-like-minecraft-teaches-kids/361261/
  • Separate grades for writing content and spelling
  • Instruction at her gifted conceptual level,
  • Gifted enrichment options.
  • Gifted educational provisions can move primarily into regular education,
  • achieve in relationship to their potential
  • need conceptual complexity
  • Gifted education programs and professionals
  • short supply
  • Teacher training.
  • differentiate
  • Avoid
  • requiring them to qualify separately
  • Develop students’ strengths to remediate their weaknesses.
  • Marti Pike on 02 May 14
     
    2E
Maureen Greenbaum

The Future of College? - The Atlantic - 29 views

www.theatlantic.com/...375071

future college education pedagogy

shared by Maureen Greenbaum on 16 Aug 14 - No Cached
  • proprietary online platform developed to apply pedagogical practices that have been studied and vetted by one of the world’s foremost psychologists, a former Harvard dean named Stephen M. Kosslyn, who joined Minerva in 2012.
  • inductive reasoning
  • Minerva class extended no refuge for the timid, nor privilege for the garrulous. Within seconds, every student had to provide an answer, and Bonabeau displayed our choices so that we could be called upon to defend them.
  • ...45 more annotations...
  • subjecting us to pop quizzes, cold calls, and pedagogical tactics that during an in-the-flesh seminar would have taken precious minutes of class time to arrange.
  • felt decidedly unlike a normal classroom. For one thing, it was exhausting: a continuous period of forced engagement, with no relief in the form of time when my attention could flag
  • One educational psychologist, Ludy Benjamin, likens lectures to Velveeta cheese—something lots of people consume but no one considers either delicious or nourishing.)
  • because I had to answer a quiz question or articulate a position. I was forced, in effect, to learn
  • adically remake one of the most sclerotic sectors of the U.S. economy, one so shielded from the need for improvement that its biggest innovation in the past 30 years has been to double its costs and hire more administrators at higher salaries.
  • past half millennium, the technology of learning has hardly budge
  • fellow edu-nauts
  • Lectures are banned
  • attending class on Apple laptops
  • Lectures, Kosslyn says, are cost-effective but pedagogically unsound. “A great way to teach, but a terrible way to learn.”
  • Minerva boast is that it will strip the university experience down to the aspects that are shown to contribute directly to student learning. Lectures, gone. Tenure, gone. Gothic architecture, football, ivy crawling up the walls—gone, gone, gone.
  • “Your cash cow is the lecture, and the lecture is over,” he told a gathering of deans. “The lecture model ... will be obliterated.”
  • One imagines tumbleweeds rolling through abandoned quads and wrecking balls smashing through the windows of classrooms left empty by students who have plugged into new online platforms.
  • when you have a noncurated academic experience, you effectively don’t get educated.
  • Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.”
  • “The freshman year [as taught at traditional schools] should not exist,” Nelson says, suggesting that MOOCs can teach the basics. “Do your freshman year at home.”) Instead, Minerva’s first-year classes are designed to inculcate what Nelson calls “habits of mind” and “foundational concepts,” which are the basis for all sound systematic thought. In a science class, for example, students should develop a deep understanding of the need for controlled experiments. In a humanities class, they need to learn the classical techniques of rhetoric and develop basic persuasive skills. The curriculum then builds from that foundation.
  • What, he asks, does it mean to be educated?
  • methods will be tested against scientifically determined best practices
  • Subsidies, Nelson says, encourage universities to enroll even students who aren’t likely to thrive, and to raise tuition, since federal money is pegged to costs.
  • We have numerous sound, reproducible experiments that tell us how people learn, and what teachers can do to improve learning.” Some of the studies are ancient, by the standards of scientific research—and yet their lessons are almost wholly ignored.
  • memory of material is enhanced by “deep” cognitive tasks
  • he found the man’s view of education, in a word, faith-based
  • ask a student to explain a concept she has been studying, the very act of articulating it seems to lodge it in her memory. Forcing students to guess the answer to a problem, and to discuss their answers in small groups, seems to make them understand the problem better—even if they guess wrong.
  • e traditional concept of “cognitive styles”—visual versus aural learners, those who learn by doing versus those who learn by studying—is muddled and wrong.
  • pedagogical best practices Kosslyn has identified have been programmed into the Minerva platform so that they are easy for professors to apply. They are not only easy, in fact, but also compulsory, and professors will be trained intensively in how to use the platform.
  • Professors are able to sort students instantly, and by many metrics, for small-group work—
  • a pop quiz at the beginning of a class and (if the students are warned in advance) another one at a random moment later in the class greatly increases the durability of what is learned.
  • he could have alerted colleagues to best practices, but they most likely would have ignored them. “The classroom time is theirs, and it is sacrosanct,
  • Lectures, Kosslyn says, are pedagogically unsound,
  • I couldn’t wait for Minerva’s wrecking ball to demolish the ivory tower.
  • The MOOCs will eventually make lectures obsolete.”
  • Minerva’s model, Nelson says, will flourish in part because it will exploit free online content, rather than trying to compete with it, as traditional universities do.
  • The MOOCs will eventually make lectures obsolete.”
  • certain functions of universities have simply become less relevant as information has become more ubiquitous
  • Minerva challenges the field to return to first principles.
  • MOOCs will continue to get better, until eventually no one will pay Duke or Johns Hopkins for the possibility of a good lecture, when Coursera offers a reliably great one, with hundreds of thousands of five-star ratings, for free.
  • It took deep concentration,” he said. “It’s not some lecture class where you can just click ‘record’ on your tape.”
  • part of the process of education happens not just through good pedagogy but by having students in places where they see the scholars working and plying their trades.”
  • “hydraulic metaphor” of education—the idea that the main task of education is to increase the flow of knowledge into the student—an “old fallacy.”
  • I remembered what I was like as a teenager headed off to college, so ignorant of what college was and what it could be, and so reliant on the college itself to provide what I’d need in order to get a good education.
  • it is designed to convey not just information, as most MOOCs seem to, but whole mental tool kits that help students become morethoughtful citizens.
  • for all the high-minded talk of liberal education— of lighting fires and raising thoughtful citizens—is really just a credential, or an entry point to an old-boys network that gets you your first job and your first lunch with the machers at your alumni club.
  • Its seminar platform will challenge professors to stop thinking they’re using technology just because they lecture with PowerPoint.
  • professors and students increasingly separated geographically, mediated through technology that alters the nature of the student-teacher relationship
  • The idea that college will in two decades look exactly as it does today increasingly sounds like the forlorn, fingers-crossed hope of a higher-education dinosaur that retirement comes before extinction.
Roland Gesthuizen

When the Computer Takes Over for the Teacher - The Atlantic - 9 views

www.theatlantic.com/...388631

teachertraining teacherstatus education school environment change trend

shared by Roland Gesthuizen on 25 Mar 15 - No Cached
  • Roland Gesthuizen on 29 Apr 15
     
    When kids can get their lessons from the Internet, what's left for classroom instructors to do? The Deconstruction of the K-12 Teacher is something we need to discuss amongst each other now.
BalancEd Tech

Introverted Kids Need to Learn to Speak Up at School - National - The Atlantic - 4 views

www.theatlantic.com/...272960

Introvert Extrovert Ambivert

shared by BalancEd Tech on 08 Feb 13 - No Cached
  • Introverted Kids Need to Learn to Speak Up at School
    • BalancEd Tech
      BalancEd Tech on 08 Feb 13
       
      ... And Extrovert Kids Need to Learn to Listen at School ... And Extrovert Kids Need to Learn to Listen at School http://balancedtech.blogspot.com/2013/02/and-extrovert-kids-need-to-learn-to.html
  • BalancEd Tech on 08 Feb 13
     
    ... And Extrovert Kids Need to Learn to Listen at School http://balancedtech.blogspot.com/2013/02/and-extrovert-kids-need-to-learn-to.html
Tony Baldasaro

Does homework work? - David Shenk - 0 views

correspondents.theatlantic.com/...does_homework_work.php

homework education

shared by Tony Baldasaro on 15 Sep 09 - Cached
  • Tony Baldasaro on 15 Sep 09
     
    School's back, and so is Big Homework. Here's what my 7th grade daughter has to do tonight: 1 Math review sheet 1 Science essay French vocab for possible quiz History reading and questionairre English reading and note-taking About two hours, give or take. This is considered a pretty light load, so as to ramp up gently. Over the next few weeks, it will get up to three hours or more.
Robert Alford

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 82 views

www.theatlantic.com/...good-teaching

education teachers

shared by Robert Alford on 30 Jan 10 - Cached
  • embodies the most stunning finding to come out of education research in the past decade: more than any other variable in education—more than schools or curriculum—teachers matter.
  • Parents have always worried about where to send their children to school; but the school, statistically speaking, does not matter as much as which adult stands in front of their children. Teacher quality tends to vary more within schools—even supposedly good schools—than among schools
  • The results are specific and surprising. Things that you might think would help a new teacher achieve success in a poor school—like prior experience working in a low-income neighborhood—don’t seem to matter. Other things that may sound trifling—like a teacher’s extracurricular accomplishments in college—tend to predict greatness.
  • ...3 more annotations...
  • Great teachers, he concluded, constantly reevaluate what they are doing.
  • What did predict success, interestingly, was a history of perseverance—not just an attitude, but a track record
  • Meanwhile, a master’s degree in education seems to have no impact on classroom effectiveness.
  • Robert Alford on 30 Jan 10
     
    What matters most GRIT!
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