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Roland Gesthuizen

Why A Badge Is Better Than an A+ - Getting Smart by Alison Anderson - badges, EdTech, Innovation - 61 views

gettingsmart.com/...hy-a-badge-is-better-than-an-a

badge assessment blog

shared by Roland Gesthuizen on 08 Nov 12 - No Cached
  • A traditional “A-F” report card doesn’t inspire that type of insight for the students or the people they need to share it with in order to get into high school or college or get a job. A collection of badges from classroombadges.com would be much more like sharing a personal “yearbook” of academic accomplishments. I love that idea.
  • Roland Gesthuizen on 08 Nov 12
     
    "I admit this title makes a pretty bold statement for a society that pretty much uses the first five letters of the alphabet to define every child from about age 5 until adulthood. But, I am hearing more and more about the use of badges in the classroom, especially in conversations about gamification and self motivation."
  • Erin Crisp on 08 Nov 12
     
    I have been trying out some grading apps and am intrigued by ActivGrade because instead of being focused on a letter grade A-F, I could see students being more concerned with mastering a goal. Their "grade" is a color toward mastery of a standard. Red means I have a lot of work to do to master this, yellow means I'm making progress toward mastery and green means I've masteRed this goal at this point. One grading algorithm to choose from in the app is a calculation which puts a 75% weight on the student's most recent assignment for a given concept. This means that as I get better at a skill, my most recent attempt at showing my mastery over the skill is worth more for my grade than my prior attempts. This seems like smart grading practice to me.
elizabethutch

http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1044&context=jmle - 16 views

digitalcommons.uri.edu/...viewcontent.cgi

literacy PhD information literacy

shared by elizabethutch on 15 Apr 18 - No Cached
  • Kate Herzog on 17 Apr 18
     
    Take the Red Pill: A New Matrix of Literacy Journal of Media Literacy Education 2:3 (2011) 209 - 229
tsusana

Bachillerato. Tecnologías. Innovación educativa: Tecnología y humanismo | Blog Escuelas en red | EL PAÍS - 0 views

elpais.com/...1551904117_864484.html

innovación tecnología educación

shared by tsusana on 26 Apr 19 - No Cached
  • La enseñanza de la Tecnología precisa del desarrollo de proyectos en los que, además de poner en práctica los conocimientos adquiridos, se fomente la capacidad de crear y de contribuir a resolver necesidades del entorno
  • Plantear en el ámbito escolar el dominio de las tecnologías sin aquilatar sus fines, nos aleja de las referencias éticas exigibles a todo comportamiento humano individual y/o social, y nos condena a un tratamiento instructivo de las tecnologías, ‘sin conciencia’, que no merece denominarse educativ
  • La enseñanza de la Tecnología precisa del desarrollo de proyectos en los que, además de poner en práctica los conocimientos adquiridos, se fomente la capacidad de crear y de contribuir a resolver necesidades del entorno
trisha_poole

Education Week: Effective Use of Digital Tools Seen Lacking in Most Tech.-Rich Schools - 100 views

www.edweek.org/...21computing.h30.html

EMT502 technology effective edtech tools digital pedagogy digitallearning digital techintegration flexiblelearning blendedlearning fbl education elearning

shared by trisha_poole on 25 Feb 11 - No Cached
  • Those factors include integrating technology into intervention classes; setting aside time for professional learning and collaboration for teachers; allowing students to use technology to collaborate; integrating technology into core curricula at least weekly; administering online formative assessments at least weekly; lowering the student-to-computer ratio as much as possible; using virtual field trips at least monthly; encouraging students to use search engines daily; and providing training for principals on how to encourage best practices for technology implementation. Only about 1 percent of the 1,000 schools surveyed by Project RED followed all those steps, and those that did “saw dramatic increases in student achievement and had revenue-positive experiences,” Ms. Wilson said.
    • Adam Truitt
      Adam Truitt on 25 Feb 11
       
      Data drives decisions....or at least should
  • cut their photocopying and printing budgets in half.
    • London Jenks
      London Jenks on 26 Feb 11
       
      The "paperless classroom" or the "not so much paper as before" classroom
    • trisha_poole
      trisha_poole on 27 Feb 11
       
      This is similar to what is happening in Australia, particularly NSW, I think.
  • ...1 more annotation...
  • requires leadership,professional development, collaboration, and new forms of pedagogy and assessment
  • trisha_poole on 27 Feb 11
     
    Most schools that have integrated laptop computers and other digital devices into learning are not following the paths necessary to maximize the use of technology in ways that will raise student achievement and help save money, a report concludes."We all know that technology does things to improve our lives, but very few schools are implementing properly," said Leslie Wilson, a co-author of the study, "The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness," released last month. She is the chief executive officer of the Mason, Mich.-based One-to-One Institute, which advocates putting mobile-computing devices into the hands of all students.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific American - 25 views

www.scientificamerican.com/...reading-paper-screens

reading digital resources

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
  • ...5 more annotations...
  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
meldar

Strategies for online reading comprehension - 92 views

www.learnnc.org/...6958

comprehension

shared by meldar on 01 Dec 10 - No Cached
  • We traditionally think of reading in terms of sounding out words, understanding the meaning of those words, and putting those words into some contextual understanding.
  • If the kind of text our students are encountering in these online travels is embedded with so many links and media, and if those texts are connected to other associated pages (with even more links and media), hosted by who-knows-whom, the act of reading online quickly becomes an act of hunting for treasure, with red herrings all over the place that can easily divert one’s attention.
  • As educators, we need to take a closer look at what online reading is all about and think about how we can help our students not only navigate with comprehension but also understand the underlying structure of this world.
  • ...8 more annotations...
  • How is traditional, in-class reading different from online reading?
  • to begin addressing the hyper-reading of young people might start with the process of elimination, by helping readers remove the clutter on the web pages they encounter.
  • Colorado State University offers a useful guide to reading on the web. While it is aimed at college students, much of the information is pertinent to readers of all ages and could easily be part of lessons in the classroom.
  • Synthesize online reading into meaningful chunks of information.
  • Use a reader’s ability to effectively scan a page, as opposed to reading every word.
  • Avoid distractions as much as necessary.
  • Understand the value of a hyperlink before you click the link.
  • Navigate a path from one page in a way that is clear and logical. This is easier said than done, since few of us create physical paths of our navigation
tthomasuscu

Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views

www.nytimes.com/...ar-for-what-it-has-become.html

shared by tthomasuscu on 02 Apr 18 - No Cached
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
  • What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
  • ...70 more annotations...
  • so long as the buyer has a purchase permit or a concealed-carry license.
  • I felt uneasy
  • He liked the rifle. I needed the cash. We shook hands, and off we went.
  • There is rarely a moment when I’m not within reach of a firearm.
  • We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
  • Rarely do we mention what we carry
  • I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
  • Guns were often a bridge between father and son.
  • or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
  • had a gun put to my head
  • I can remember that
  • steel
  • I can remember
  • In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
  • surrounded myself with the people I did as a form of protection.
  • I dropped to the ground as gunfire rang from a car at a bonfire party.
  • I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
  • his service weapon pushed into the base of my skull.
  • I stood there trembling while they apologized.
  • Jackson County
  • I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
  • hared passion for wilderness and time spent in the field with gun in hand.
  • Those types of things are rare now, even in places like Appalachia.
  • A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
  • centuries of experience gathered around the campfire each night
  • the .308 blew apart the morning.
  • There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
  • Life is sustained by death
  • the killing is not easy, nor should it be.
  • would feed me for a year
  • I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
  • He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
  • As I headed toward the mountains, all I could think about was Philando Castile,
  • situation was re
  • All I could think about was how things might have been different if the
  • versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
  • It was impossible not to recognize how gun culture reeks of privilege.
  • Ruger 10/22s and Marlin Model 60s, the .22LRs
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
  • There were always guns, but nothing like the assault weapons that line the shelves today.
  • firearms whose sole purpose would be to take human life if I were left with no other choice.
  • I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
  • they joke about the minute hand of the doomsday clock inching closer to midnight.
  • as they wait for the end of the world.
  • they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
  • step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
  • None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      Where is the fault in this logic? It just doesn't add up.
  • They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
  • I understand what’s at stake
  • I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
  • changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
  • an unrelenting fear of what could be lost
  • a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
  • He cut a look in my direction as if I’d absolutely lost my mind.
  • I’d be fine with an assault-weapons ban
  • question is irrelevant, that the reason doesn’t supersede the right.
  • Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
  • As sad as it is to say, the silence is easier
  • there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
  • ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
  • The muzzle was pointed in our direction. Ashley was terrified.
  • The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
  • I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
  • Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
  • I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
  • I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
  • I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
  • we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
    • tthomasuscu
      tthomasuscu on 02 Apr 18
       
      How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
rbatie19

Chronic Absenteeism Can Devastate K-12 Learning (Opinion) - 7 views

www.edweek.org/...10

chronic absenteeism absent learning

shared by rbatie19 on 10 May 22 - No Cached
  • in a study of California students for Attendance Works, the organization that Hedy Chang oversees, only 17 percent of the students who were chronically absent in both kindergarten and 1st grade were reading proficiently by 3rd grade, compared with 64 percent of those with good attendance in the early years. Weak reading skills in the 3rd grade translate into academic trouble ahead: Students who aren’t reading well by that point are four times more likely to drop out of high school, according to a 2012 study released by the Annie E. Casey Foundation.
  • Chronic absence in middle school is another red flag that a student will drop out of high school. By high school, attendance is a better dropout indicator than test scores.
  • A recent report, “Absences Add Up,” also from Attendance Works, documents what many know from common sense: At every age, in every demographic, and in every state and city tested, students with poor attendance scored significantly lower on standardized tests. In our schools, this translates into weaker reading skills, failing grades, and higher dropout rates. Rather than looking at attendance as an administrative chore, schools can use the same data as a warning sign to change the trajectory.
  • ...3 more annotations...
  • The results were significant. Students with mentors gained nine school days—almost two weeks—during the year. They were more likely to remain in school and maintain their grade point averages than similar students without mentors. The program worked at every K-12 level: elementary, middle, and high school, with the greatest impact on students struggling with poverty and homelessness.
  • The mentors had several simple but straightforward responsibilities. They greeted the students every day to let them know they were glad to see them at school. They called home if students were sick to find out what was happening. They connected the students and their families to resources to help address attendance barriers. Mentors participated in school-based teams that analyzed data and shared insights about students. And they also supported schoolwide activities, including assemblies, incentives, and contests, to encourage better attendance for all students.
  • Elementary schools set up attendance teams to identify and monitor the students with the worst attendance. Part-time social workers, hired with philanthropic and state dollars, connected with families. Principals and teachers promoted attendance at back-to-school nights, at parent-teacher conferences, and through regular calls home. This work led to a significant drop in absenteeism in all elementary grades, particularly in kindergarten. The percentage of chronically absent kindergartners fell from 30 percent in the 2011-12 school year to 13 percent in 2013-14. And reading scores began to climb.
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