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Steven Szalaj

Raise the bar with national exam for teachers - chicagotribune.com - 53 views

www.chicagotribune.com/...29-bd-20121229,0,7069731.story

Education Certification Union

shared by Steven Szalaj on 30 Dec 12 - No Cached
  • Steven Szalaj on 30 Dec 12
     
    Editorial about a recommendation by the AFT Pres to develop a professional certification for teachers.  It's about time...
  • ...2 more comments...
  • Michelle Kassorla on 30 Dec 12
     
    About time for what? For standardized tests to ruin the teaching profession like it has ruined our kids? For the government to control, from the top down, what education departments teach their students? Looks like a HUGE power grab and a very bad way for a Union, who professes to stand against standardized tests to act! Shame on them! Go to Fairtest.org to find out more about the scam of standardized testing. If you think a standardized test can improve education, you must also think you can fatten a calf by weighing it!
  • Mark Smith on 30 Dec 12
     
    Michelle is right. More standardized testing is not the answer for anything, least of all teacher certification. Come on, Steven .. use your critical thinking skills. Don't encourage the bean counters and bureaucrats who are so enamored of things that can be measured and filed into neat categories. The most valuable things cannot be measured in any "objective" way. To focus on what's measurable is to focus on what's shallow.
  • Steven Szalaj on 31 Dec 12
     
    Mark & Michelle, thank you for your comments. When I posted this I knew the words "standardized test" would be a flashpoint. It is for me too. With nearly 40 years in the classroom, teaching a creative art (music) to all different levels (kindergarten through college and well beyond), I have often railed against reducing any education, any student, to a number. Very little in what I have taught can be measured with a pencil-and-paper test. What I see here is different than this. It is the union that she is saying should be the "gate-keeper" to our profession, rather than some generic government standard test. Yes, tests would be a part of the certification, but from what I read, so would much more, including actual classroom work. The certification would be similar to the AMA for physicians or the Bar for attorneys. These are certifications designed and administered by the profession - not the government - and validate a candidate's readiness to practice. Yes, I too am strongly against the government, or any organization outside of our profession, to certify, to validate, a teacher's ability to do the job. But we have to admit there is a problem with teacher certification and validation. There are people who simply should not be in the classroom (haven't we all seen them?). It is very difficult to remove folks who are dragging the respect for our profession down. Yes, there is remediation. Yes, it should be a difficult process to remove someone in order to protect against administrative abuses. But what is talked about here is the profession policing itself - something that the teacher's unions, in general, have steadfastly refused to do. What the AFT Pres is suggesting is that the best thing we can do to raise the status of teaching as a profession is to take action ourselves to make it happen. Really, if we in the profession do not do this, then it will be imposed from those outside who do not know what we do, how we do it and why we do it.
  • Michelle Kassorla on 31 Dec 12
     
    You are still talking about a standardized test. Let's face it--doctors have to have specific knowledge to do their job. Whether or not they are creative or engaging is not as important as their knowledge base. The same with lawyers--knowledge of the law is essential, and everything else is secondary. However, in teaching, although educational theory and knowledge of their subject area is important (and already tested, by the way) the most essential aspect of teaching is how you can creatively engage students, interact with parents and peers, and stay organized and motivated. These things CAN'T BE TESTED. Right now, teachers already go through extensive training, evaluation, and continuing education. Do you REALLY think that a standardized test will really improve teaching? I know a lot of university professors who can easily pass a test, but few of them can teach worth beans.
Thieme Hennis

HS7 - National Pilot Study (High School) | PERTS - 17 views

www.perts.net/...hs7.php

mindset learning pedagogy education theory research

shared by Thieme Hennis on 17 Oct 13 - No Cached
  • Thieme Hennis on 17 Oct 13
     
    "Teaching Adaptive Mindsets Improves Achievement Programs that teach students to have adaptive mindsets have recently received increased attention among educators and policy makers. These programs help students think about school in ways that help them stay motivated and engaged, even when coursework is challenging. In addition to being effective at improving students' motivation and achievement, they are also brief and easy to administer. PERTS Teaches Adaptive Mindsets on a National Scale Because of the promise of mindset programs, the White House Office of Technology and Science Policy recently hosted a convening to explore ways to apply mindset programs more broadly. An important outcome of this meeting was a plan to conduct a national study that will deliver mindset programs in a large, nationally representative sample. PERTS has expertise in delivering mindset programs across the nation, and we will take a lead in conducting the national study. The National Mindset Pilot is the first step."
Patricia Marcino

"DE_design_ET" - 29 views

Hi All in EDUC 8844,I have used many multi-media tools over the past years both in my Masters class, at school with elementary and middle school students. I have also used different tools in this c...

started by Patricia Marcino on 07 Oct 15 no follow-up yet
mrsemaxon

Birmingham Grid for Learning - Multiple Intelligences (Secondary) - 54 views

www.bgfl.org/...index.htm

multiple intelligences assessment test

shared by mrsemaxon on 17 Sep 10 - Cached
  • Raymond Terhorst on 17 Sep 10
     
    A website for MI theory; includes a test to determine intelligences
Ed Webb

Times Higher Education - Dummies' guides to teaching insult our intelligence - 0 views

www.timeshighereducation.co.uk/story.asp

opinion teaching education university college training pedagogy

shared by Ed Webb on 25 Aug 09 - Cached
  • if you encourage discussion in class, you have to be prepared for your students to arrive at conclusions that are unpalatable to you.
  • When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!
  • Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.
  • ...2 more annotations...
  • I would have preferred that David Pritchard had written it; his comments above are perfect.
  • Most colleagues with excellent teaching reputations seem not to oppose training per se, but bad training.
Paul Allison

Why playing in the virtual world has an awful lot to teach children | Technology | The Observer - 29 views

www.guardian.co.uk/...playing-in-the-virtual-world

shared by Paul Allison on 10 Jan 10 - Cached
  • If we are to understand the 21st century and the generation who will inherit it, it's crucial that we learn to describe the dynamics of this gaming life: a place that's not so much about escaping the commitments and interactions that make friendships "real" as about a sophisticated set of satisfactions with their own increasingly urgent reality and challenges.
    • Paul Allison
      Paul Allison on 10 Jan 10
       
      This is pretty easy to say, and I'm helping to create a NYC Writing Project group to look experiment with games and to study how to bring them into our curriculum. So much of it is theory! And sometimes it feels like another pressure point urging us to do this or do that in the classroom.
D. S. Koelling

Views: What's High School For? - Inside Higher Ed - 35 views

www.insidehighered.com/...sharfman

dual enrollment concurrent enrollment

shared by D. S. Koelling on 04 Jan 11 - No Cached
  • In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.
  • In reality, though, dual enrollment may do more harm than good.
  • The problem is that high school is not college and completion of a dual enrollment high school class is not always a guarantee that students have learned the material.
  • ...6 more annotations...
  • As a result, classes that used to be termed “college-prep” are now seen as college proper.
  • In practice, however, courses covered in a high school setting on a high school calendar are often vastly different in practice.
  • This is not a criticism of high school teachers. Many are excellent educators and care deeply about students. But they often teach more classes than college faculty do, have myriad extracurricular responsibilities, and lack the requisite training that enables college faculty to introduce best practices in the field. In contrast, college faculty members expect a higher level of work from students, including having them study independently, write in the discipline and be exposed to the latest research. They are less likely to offer extra credit, or evaluate students based on an inflated high school norm.
  • High school students, especially sophomores and juniors, are not like college students. A collection of 15-, 16-, and 17-year-olds are normally at a different stage of intellectual and moral development than are college students. Treating a high school student like a college student does not always do them a favor.
  • This student, as a sophomore in high school, earned a “C” in a “college” English course, which exempts her from our basic English 111 College Writing class. Even though her ACT score indicates her writing skills are deficient, we are limited in what we can do. Like many students who have already passed a “college” class, she thinks she already has the necessary writing skills to be successful in college. We know she very likely does not. Our willingness to increase student access by accepting transfer credit means that, without taking this student’s credits away, we cannot help her with her writing. Instead, by virtue of an average performance as a high school sophomore, this student will be placed into college classes for which she is unprepared.
  • Most colleges willingly accept credits from like institutions because we trust that our courses are equivalent and that our faculty are credentialed. I doubt that same trust applies to high schools. The best service a high school can provide is to prepare students for college, not substitute for it.
  • D. S. Koelling on 04 Jan 11
     
    High school dual enrollment programs may not be helping students succeed in college.
Gregg Fletcher

Teaching the Controversy: Why the Creationism Vs. Evolution Debate Should Stay Out of Science Classrooms - Yahoo! News - 56 views

news.yahoo.com/ion-debate-stay-223900548.html

shared by Gregg Fletcher on 20 Feb 12 - No Cached
    • Tammy Ahearne
      Tammy Ahearne on 20 Feb 12
       
      teaching controversy? Really?
  • 14 percent of high school biology teachers personally reject not only the theory of evolution but also scientific method, which teaches rigorous critical thinking skills and draws a clear path to the discovery of real truths and how to separate them from merely apparent truths.
    • Tammy Ahearne
      Tammy Ahearne on 20 Feb 12
       
      I don't understand how this can be rejected with the CCSS?
  • ...2 more annotations...
  • The basic science of evolutionary biology underlies so many diverse disciplines that it can be considered a basic necessity of knowledge in modern scientific society.
    • Gregg Fletcher
      Gregg Fletcher on 20 Feb 12
       
      This statement is misleading in that it assumes the ID stand rejects small variations within an already preexisting genetic code.  Creationist and ID teachings both conclude that variations within the genetic code are essential to species survival.  The pseudo-proven evolution of species-to-species genetics does not need to be taught at any level in order for individuals to prosper at higher institutes of learning.
  • It seems today's Religious Right would raise a generation of kids who would perhaps conclude the lights are out because they used a curse word or took God's name in vain.
  • Tammy Ahearne on 20 Feb 12
     
    Great for ten page paper
oconnortammy

Education World: Are You a Techno-Constructivist? - 33 views

www.educationworld.com/...tech005.shtml

EDGI M2T2

shared by oconnortammy on 24 Apr 17 - Cached
  • not only complements instruction but redefines it.
    • missboess
      missboess on 24 Apr 17
       
      This statement encompasses what I am trying to achieve in this resource design assessment. It also clearly links to the SMAR model of best ICT use in education, by implementing learning experience with technology that 'redefines' the activity. Meaning the activity is something that could not be done without the technology used.
  • help children build on their own experiences, construct their own meanings, create products, and solve problems successfully.
    • missboess
      missboess on 24 Apr 17
       
      Encompasses the constructivist theory I am using in the resource design and furthermore links to the method of inquiry.
  • long-term problem-solving and product-generating tasks
    • missboess
      missboess on 24 Apr 17
       
      In my resource design students will take part in a long term water sustainability project. A website will assist them in attaining access to multiple resources, communication with the outerworld (blogging) and creating products such as videos, visuals etc.
    • oconnortammy
      oconnortammy on 24 Apr 17
       
      How are you helping your students to connect to the outside world? Are they having dialogues with others?
  • ...1 more annotation...
  • See The Webquest Page or WebQuest.org for endless materials.)
    • missboess
      missboess on 24 Apr 17
       
      Webquest was used as an inspiration for my resource design, as it provides a useful platform for inquiry units to be created. There are endless examples on there. I really recommend you have a look at them. I decided to create my own website on weebly, as it provided more options and interactivity.
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