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smilex3md

Why Does College Cost So Much--And Why Do So Many Pundits Get It Wrong? | HASTAC - 28 views

www.hastac.org/...do-so-many-pundits-get-it-wron

college cost mooc

shared by smilex3md on 26 Aug 13 - No Cached
  • smilex3md on 26 Aug 13
     
    "To say that American universities are too expensive is like saying cars are too expensive. What do we mean by such a statement?  Are we talking about the cost of a Lamborghini Veneno (at 3.5M, one of the world's  most expensive cars) or a Hyundai Atos (at $9000, one of the least expensive)?  For the captain of industry, the sultan, or the magnate, there might not be enough luxury features on the Lamborghini.  For the person barely hanging on to that minimum wage job with no benefits, paying $9000 for an Atos to get across town to work at Walmart every day may be hopelessly out of reach.   "
Maughn Gregory

How to Fix Our Math Education - NYTimes.com - 63 views

www.nytimes.com/...to-fix-our-math-education.html

education math ed_aims ed_content applied

shared by Maughn Gregory on 25 Aug 11 - No Cached
  • the assumption that there is a single established body of mathematical skills that everyone needs to know to be prepared for 21st-century careers. This assumption is wrong. The truth is that different sets of math skills are useful for different careers, and our math education should be changed to reflect this fact.
  • Today, American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.
  • A math curriculum that focused on real-life problems would still expose students to the abstract tools of mathematics, especially the manipulation of unknown quantities. But there is a world of difference between teaching “pure” math, with no context, and teaching relevant problems that will lead students to appreciate how a mathematical formula models and clarifies real-world situations.
  • ...4 more annotations...
  • For instance, how often do most adults encounter a situation in which they need to solve a quadratic equation? Do they need to know what constitutes a “group of transformations” or a “complex number”? Of course professional mathematicians, physicists and engineers need to know all this, but most citizens would be better served by studying how mortgages are priced, how computers are programmed and how the statistical results of a medical trial are to be understood.
  • Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering.
  • Traditionalists will object that the standard curriculum teaches valuable abstract reasoning, even if the specific skills acquired are not immediately useful in later life. A generation ago, traditionalists were also arguing that studying Latin, though it had no practical application, helped students develop unique linguistic skills. We believe that studying applied math, like learning living languages, provides both useable knowledge and abstract skills.
  • In math, what we need is “quantitative literacy,” the ability to make quantitative connections whenever life requires (as when we are confronted with conflicting medical test results but need to decide whether to undergo a further procedure) and “mathematical modeling,” the ability to move practically between everyday problems and mathematical formulations (as when we decide whether it is better to buy or lease a new car).
Yozo Horiuchi

5 Fantastic, Fast, Formative Assessment Tools - 128 views

www.edutopia.org/...e-assessment-tools-vicki-davis

Assessment

shared by Yozo Horiuchi on 24 Apr 15 - No Cached
  • Yozo Horiuchi on 24 Apr 15
     
    I thought I could read my students' body language. I was wrong. As an experiment, I used Socrative when I taught binary numbers. What I learned forever changed my views on being a better teacher. Formative assessment is done as students are learning. Summative assessment is at the end (like a test).
Comrad Compadre

Slavoj Žižek - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/...Slavoj_%C5%BDi%C5%BEek

shared by Comrad Compadre on 04 Jul 15 - No Cached
  • Ideology as an unconscious fantasy that structures reality
    • Comrad Compadre
      Comrad Compadre on 04 Jul 15
       
      You want something to be true, perhaps because of some past traumas and maybe a little influence from the media telling you that good always prevails. So you make it your ideology and if you ever end up in a position of even the slightest power, such as a boss at any American company, you make it your mission to tell your employees that they are wrong about their sad ideas and that the right way to go is yours. You're a closeted idealist.
fergtoo

the Truth About Being a Hero - WSJ - 14 views

www.wsj.com/...111903596904576516302821089790

hero

shared by fergtoo on 23 Jul 15 - No Cached
  • We all want to be special, to stand out; there's nothing wrong with this. The irony is that every human being is special to start with, because we're unique to start with.
  • n the military I could exercise the power of being automatically respected because of the medals on my chest, not because I had done anything right at the moment to earn that respect.
  • I knew many Marines had done brave deeds that no one saw and for which they got no medals at all.
  • ...20 more annotations...
  • "A lot of people have done a lot more and gotten a lot less, and a lot of people have done a lot less and gotten a lot more."
  • I got my medals, in part, because I did brave acts, but also, in part, because the kids liked me and they spent time writing better eyewitness accounts than they would have written if they hadn't liked me
  • The only people who will ever know the value of the ribbons on their chests are the people wearing them—and even they can fool themselves, in both directions.
  • he whole assault ground to a halt, except for one kid named Niemi, who had sprinted forward when we came under the intense fire and disappeared up in front of us somewhere.
  • alking to a group of us about when it was a platoon leader earned his pay. I knew, floating above that mess, that now that time had come. If I didn't get up and lead, we'd get wiped.
  • I'm most proud of is that I simply stood up, in the middle of all that flying metal, and started up the hill all by myself.
  • I did it for the right reasons.
  • At this point I saw the missing kid, Niemi, pop his head up. He sprinted across the open top of the hill, all alone.
  • He was a black kid, all tangled up in black-power politics, almost always angry and sullen. A troublemaker. Yet here he was, most of his body naked with only flapping rags left of his jungle utilities, begging for a rifle when he had a perfect excuse to just bury his head in the clay and quit. I gave him mine. I still had a pistol. He grabbed the rifle, stood up to his full height, fully exposing himself to all the fire, and simply blasted an entire magazine at the two soldiers in front of us, killing both of them. He then went charging into the fight, leaving me stunned for a moment. Why? Who was he doing this for? What is this thing in young men? We were beyond ourselves, beyond politics, beyond good and evil. This was transcendence.
  • Crashing out of the clouds into this confusion came a flaming, smoking twin-rotor CH-46 helicopter.
  • I saw Niemi pop into sight again. He sprinted to the downed chopper.
  • the only thing he could think to do was sprint across the open hilltop to see if he could find a place from which he could lay down fire to protect them.
  • Niemi got a Navy Cross.
  • I got a Navy Cross.
  • elicopter pilot
  • ont-page story
  • The kid who borrowed my rifle didn't get anyt
  • hing.
  • It was just about that time I got knocked out and blinded by a hand grenade. I came to, groggy.
  • hen a kid I knew from Second Platoon, mainly because of his bad reputation, threw himself down beside me, half his clothes blown away. He was begging people for a rifle. His had been blown out of his hands.
Sharin Tebo

How Do We Transform Our Schools? - Education Next : Education Next - 26 views

educationnext.org/ow-do-we-transform-our-schools

shared by Sharin Tebo on 07 Feb 15 - No Cached
  • And yet the machines have made hardly any impact.
    • Sharin Tebo
      Sharin Tebo on 07 Feb 15
       
      Why would they? It is PEOPLE, not programs or 'things' that make a difference!
  • An organization’s natural instinct is to cram the innovation into its existing operating model to sustain what it already does. This is the predictable course, the logical course—and the wrong course.
    • Sharin Tebo
      Sharin Tebo on 07 Feb 15
       
      This idea of 'nonconsumption' is exactly what the authors of Blended discuss. This is the opportune moment to disrupt and innovate. 
  • The way to implement an innovation so that it will transform an organization is to implement it disruptively—not by using it to compete against the existing paradigm and serve existing customers, but to let it compete against “non-consumption,” where the alternative is nothing at all.
  • ...2 more annotations...
  • At first glance there appears to be little non-consumption of education in the United States since students are required to receive schooling. Looking deeper, however, reveals many pockets of non-consumption where students would be delighted with computer-based learning rather than the alternative, nothing at all. Take Advanced Placement (AP) courses for starters. According to a 2005 report by the National Center for Education Statistics (NCES), 33 percent of schools nationwide offered no AP classes in 2002–03. Those that do provide AP courses today only offer a fraction of the 34 courses for which AP exams are available, because they lack the resources to hire more AP teachers or there is not enough student demand to justify a dedicated course and teacher.
  • Credit recovery is another big opportunity.
Nancy White

Educational Leadership:Best of Educational Leadership 2009-2010:21st Century Skills: The Challenges Ahead - 40 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21st century assessment education

shared by Nancy White on 31 Aug 10 - Cached
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Nancy White
      Nancy White on 31 Aug 10
       
      The skills help us learn content. The content gives us context for practicing and learning the skills. It is a symbiotic relationship.
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division. The plan of 21st century skills proponents seems to be to give students more experiences that will presumably develop these skills—for example, having them work in groups. But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Nancy White
      Nancy White on 31 Aug 10
       
      We not only give them experience --but we must model these skills constantly.
  • A growing number of business leaders, politicians, and educators are united around the idea that students need
  • ...1 more annotation...
  • "21st century skills" to be successful today
Roland Gesthuizen

Should students memorise their essays? - 15 views

www.smh.com.au/...eir-essays-20101015-16nmz.html

student learning memory examination assessent testing SMH

shared by Roland Gesthuizen on 16 Oct 10 - No Cached
  • There is a moral dimension to the process. It is one thing to memorise an answer which you have prepared, but it is wrong to present an answer prepared by someone else.
  • Answer memorisation is inevitable in high-stakes and somewhat predictable examinations.
  • High-stakes tests always corrupt teaching, learning and curriculum.
  • ...1 more annotation...
  • The reality is that many questions are answered by a process of ''recognition of sameness''.
  • Roland Gesthuizen on 16 Oct 10
     
    "Examiners will struggle because the HSC exams have a degree of predictability. They are based on known content and skills. They use the same, known format. If the exam drifts too far from past norms people scream and the media vent complaints of unfairness. The consequence is that parts of exams are readily exploited by prepared answers."
  • Roland Gesthuizen on 16 Oct 10
     
    Intersting implications when we rely on state wide examinations to assess students.
Barbara Moose

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Plagiarism_in_the_Internet_Age.aspx - 0 views

www.ascd.org/...arism_in_the_Internet_Age.aspx

plagiarism Internet research intellectual_property

shared by Barbara Moose on 25 Mar 09 - Cached
  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources
  • instruction should focus on
  • summarizing sources
  • ...5 more annotations...
  • Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
  • Any worthwhile guide to preventing plagiarism should Discuss intellectual property and what it means to "own" a text. Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article). Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough. Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.
  • That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.
  • through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.
  • communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work.
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views

uk.techcrunch.com/...e-taught-in-uk-primary-schools

twitter technology literacy education UK socialmedia

shared by Ed Webb on 25 Mar 09 - Cached
  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
  • ...8 more annotations...
  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Ed Webb on 25 Mar 09
     
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
Ed Webb

Open the Future: Flunking Out - 0 views

www.openthefuture.com/...flunking_out.html

shared by Ed Webb on 05 Feb 09 - Cached
  • This is about as close to getting it wrong as I could imagine.
    • Ed Webb
      Ed Webb on 05 Feb 09
       
      Yep
  • Too bad they couldn't have found room for politics (which is not the same as policy), economics (sorry, finance isn't the same thing, either), demographics, history, cities and urban planning, trade and resources, or war, let alone art, media, psychology, or cultural studies, too.
  • almost nothing about the consequences
    • Ed Webb
      Ed Webb on 05 Feb 09
       
      Well, nothing about the consequences for the rest of us, as these new masters of the universe make their money.
Kent Gerber

Can I have your half-attention, please? : Macleans OnCampus - 0 views

oncampus.macleans.ca/...ave-your-half-attention-please

laptops classroom news academic

shared by Kent Gerber on 02 Mar 09 - Cached
  • While some professors seek to exclude the devices from the classroom, others are creating multimedia-rich curricula in which students can draw on online resources and interact with each other. Banning laptops is just plain wrong, according to Don Krug, associate professor at UBC’s department of curriculum studies. He says students are adults, and the best a professor can hope for is a “respectful learning environment,” where students limit their own behaviour. “If they really want to learn the information, they will. They’re paying a lot of money,” he says. “We’re better off teaching them how to be responsible learners.”
    • Kent Gerber
      Kent Gerber on 02 Mar 09
       
      Shows two polar solutions to laptop problems: total ban & adapting curricula to include multi-media interaction. Also presents respectful learning environment as best course for students who are adults.
  • Kent Gerber on 02 Mar 09
     
    Article that mentions teacher's frustrations with laptops and various coping strategies.
MJ Kraus

Mind - When a Parent's Love Comes With Conditions - NYTimes.com - 0 views

www.nytimes.com/...15mind.html

love children tough love parenting praise

shared by MJ Kraus on 26 Sep 09 - Cached
  • praising children for doing something right isn’t a meaningful alternative to pulling back or punishing when they do something wrong. Both are examples of conditional parenting, and both are counterproductive.
  • In practice,
  • unconditional acceptance by parents as well as teachers should be accompanied by “autonomy support”: explaining reasons for requests, maximizing opportunities for the child to participate in making decisions, being encouraging without manipulating, and actively imagining how things look from the child’s point of view.
  • MJ Kraus on 26 Sep 09
     
    Conditional parenting vs. unconditional love, with research support
Kelly Christopherson

A Textbook Example of What's Wrong with Education | Edutopia - 0 views

www.edutopia.org/extbook-publishing-controversy

edutopia textbooks

shared by Kelly Christopherson on 16 Apr 09 - Cached
  • Kelly Christopherson on 16 Apr 09
     
    Edutopia article on textbooks.
Denise Whiteman

LA Pets and Families Examiner: Best dog breeds for kids - 0 views

www.examiner.com/m2d26-Best-dog-breeds-for-kids

shared by Denise Whiteman on 28 Mar 09 - Cached
  • For the hyperactive familyPit Bull Pit bulls are loving, affectionate, loyal and like your ADHD tween, have a boatload of energy. Your kid and dog can wrestle and run for hours together. This breed has an innate ability to detect when aggression is necessary and when everything is okay.
  • For the outdoorsy familyLabrador RetrieverDoes your family get kicks from hiking, camping, and swimming in lakes? A lab will be able to keep up with the sportiest of families. Intelligent, loyal, lovable, and trainable, this breed loves to splash in water and play outside. Get this pooch his own Nalgene bottle and hit the trails.
  • For the big familyBearded Collie Are you rivaling Brangeilna with the number of kids in your house? Consider a bearded collie. This breed loves being around lots of people and its herding instincts will keep everyone in the same room. With a bouncy demeanor and constant tail wagging, the Bearded Collie will win the hearts of your entire brood. Best for families with a big yard.
  • ...2 more annotations...
  • The apartment-dwelling familyWestland TerrierIf you’ve told your child time and time again, We have no room in our home for a dog! you could be wrong. The wee Westland Terrier needs no yard and very little space to be happy as can be. Your youngsters will be delighted by the westie’s love of play. Just make sure this dog gets a short walk every day.
  • For the couch potato familyMiniature poodleFace it. You don’t want to be seen at a dog park. And your kids are more into watching Star Wars over and over again than running around the yard. Poodles like walks now and then, but will not demand a lot of exercise. They simply like companionship and want to be included in all family activities, like watching Oprah or maybe a trip to your kid’s favorite cupcake stand.
  • Denise Whiteman on 28 Mar 09
     
    Excellent article on 5 breeds for kids - the Obamas have 2!
Rachel Ernst

Seth's Blog: Learning from the MBA program - 0 views

sethgodin.typepad.com/...ning-from-the-mba-program.html

shared by Rachel Ernst on 05 Jun 09 - Cached
  • I taught for five to twenty hours a week, and very little of it was about the books. So, if concepts from books are easy, what’s hard?Doing it.Picking up the phone, making the plan, signing the deal. Pushing ‘publish.’ Announcing. Shipping.We spent a lot of time on this area. Every morning, each person came in prepared to push someone in the group to overcome the next hurdle. This is what growth looks like, and it was energizing to be part of.We didn’t do this at all at when I was at Stanford. We spent a lot of time reading irrelevant case studies and even more time building complex financial models. The thing is, you can now hire someone to build a complex financial model for you for $60 an hour. And a week’s worth of that is just about all the typical entrepreneur is going to need. The rest of the time, it’s about shipping, motivating, leading, connecting, envisioning and engaging. So that’s what we worked on.It amazes me that MBA students around the world aren’t up in arms. How can schools justify taking $100,000 in cash and teaching exactly the wrong stuff?
    • Rachel Ernst
      Rachel Ernst on 05 Jun 09
       
      How much of our instruction is truly relevant to students? How much engages their imagination, builds meaningful relationships and equips with skills to develop their own talents?
Eric G. Young

Child Slavery Reaches Record Levels In Haiti; Poverty Blamed As Cause « Civil Rights & Wrongs - 20 views

civilrightsandwrongs.wordpress.com/...-haiti-poverty-blamed-as-cause

haiti slavery children

shared by Eric G. Young on 10 Jan 10 - Cached
  • Eric G. Young on 10 Jan 10
     
    There is a startling new report just released by the Pan American Development Foundation, reporting that almost 225,000 Haitian children have been forced into child slavery in Haiti as a result of poverty. Most of the children - nearly 2/3 in fact - are young girls, and are subjected to extreme physical, psychological, and sexual abuse.
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