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Janice Stearns

Digitally Speaking / Social Bookmarking and Annotating - 57 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

diigo socialbookmarking

shared by Janice Stearns on 23 Oct 09 - Cached
  • Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • Janice Stearns on 23 Oct 09
     
    An in depth article on social bookmarking and the new way it is influencing reading and writing. This article has suggestions for strategies to use in the classroom with students. via Alice Barr on Diigo
Suzanne Rogers

National Geographic Education - National Geographic Education - 68 views

education.nationalgeographic.com/...edu

social studies science education resources National Geographic

shared by Suzanne Rogers on 15 Apr 11 - No Cached
  • This is an early preview of our new website. You are seeing only some of the planned features and content. New things will continue to roll out—and your opinion matters!
Kurt Schmidt

A Perfect Storm in Undergraduate Education, Part 2 - Advice - The Chronicle of Higher Education - 43 views

chronicle.com/...126969

shared by Kurt Schmidt on 04 Apr 11 - No Cached
  • But, in the past few generations, the imagery and rhetoric of academic marketing have cultivated a belief that college will be, if not decadent, at least primarily recreational: social activities, sporting events, and travel.
  • Increasingly, students are buying an "experience" instead of earning an education, and, in the competition to attract customers, that's what's colleges are selling.
  • a growing percentage of students are arriving at college without ever having written a research paper, read a novel, or taken an essay examination. And those students do not perceive that they have missed something in their education; after all, they have top grades. In that context, the demands of professors for different kinds of work can seem bewildering and unreasonable, and students naturally gravitate to courses with more-familiar expectations.
  • ...7 more annotations...
  • Students increasingly are pressured to go to college not because they want to learn (much less become prepared for the duties of citizenship), but because they and their parents believe—perhaps rightly—that not going will exclude them from middle-class jobs.
  • At most universities, a student is likely to be unknown to the professor and would expect to feel like a nuisance, a distraction from more important work.
  • As academic expectations have decreased, social programming and extracurricular activities have expanded to fill more than the available time. That is particularly the case for residential students, for whom the possibility of social isolation is a source of great anxiety.
  • College has become unaffordable for most people without substantial loans; essentially they are mortgaging their future in the expectation of greater earnings. In order to reduce borrowing, more and more students leave class early or arrive late or neglect assignments, because they are working to provide money for tuition or living expenses.
  • As students' anxiety about the future increases, no amount of special pleading for general-education courses on history, literature, or philosophy—really anything that is not obviously job-related—will convince most students that they should take those courses seriously.
  • But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.
  • we need to make "rigorous and high-quality educational experiences a moral imperative."
  • D. S. Koelling on 04 Apr 11
     
    ". . . we need to make 'rigorous and high-quality educational experiences a moral imperative.'"
Nancy Jacobson

Browse by MN Academic Standards | MN Video Vault - 0 views

www.mnvideovault.org/standards-results.php

shared by Nancy Jacobson on 01 May 11 - No Cached
    • Nancy Jacobson
      Nancy Jacobson on 01 May 11
       
      "Dakota Exile"  55:59 min http://www.mnvideovault.org/index.php?id=8009&select_index=0&popup=yes Beginning in 1862, the federal and state government began to drive the Dakota people from MN. The story of their exile is told through the words of Dakota elders and tribal historians.
Nancy Jacobson

Browse by MN Academic Standards | MN Video Vault - 0 views

www.mnvideovault.org/standards-results.php

MN_HIstory Settlers

shared by Nancy Jacobson on 01 May 11 - No Cached
    • Nancy Jacobson
      Nancy Jacobson on 01 May 11
       
      "Dakota Conflict"  56:25 min. Explores the causes, events and aftermath of the fierce fighting that broke out in 1862 between MN's white European settlers and the native people of the state. URL:  http://www.mnvideovault.org/index.php?id=8011&select_index=0&popup=yes
  • Nancy Jacobson on 01 May 11
     
    A Gold Mine of videos on Minnesota History!
Martin Burrett

TES iboard - 54 views

www.iboard.co.uk/curriculum.htm

literacy English science history geography maths numeracy early years EYFS

shared by Martin Burrett on 09 Jul 11 - No Cached
Beth Panitz liked it
  • Martin Burrett on 09 Jul 11
     
    This is a site from the TES with a large collection of great flash whiteboard resources for across the curriculum for Primary schools. http://ictmagic.wikispaces.com/Cross+Curricular
  • Beth Panitz on 10 Jul 11
     
    Fun!
Joanna Seymour

Classroom Ideas for Learning with an iPad - iPads for Learning - Department of Education and Early Childhood Development - 217 views

www.education.vic.gov.au/...classroom.htm

iPad classroom education 'mobile devices'

shared by Joanna Seymour on 11 Oct 11 - No Cached
  • Joanna Seymour on 11 Oct 11
     
    iPads for learning
Roland Gesthuizen

Student Acceptable Use Agreement - Consent Forms and Templates - Learning On Line - Department of Education and Early Childhood Development - 103 views

www.education.vic.gov.au/...aua.htm

DEECD AUP netiquette policy template student

shared by Roland Gesthuizen on 04 Apr 12 - No Cached
  • Roland Gesthuizen on 04 Apr 12
     
    "The Department has provided these templates to assist school communities to develop agreements as to what constitutes acceptable use of internet, Ultranet, netbooks and other online and digital technologies in their communities. These agreement are templates. Schools can add and/or delete information where necessary to make them relevant to their school environment."
Cath Horan

RBA: Speech-The Economic Outlook - 8 views

www.rba.gov.au/...sp-gov-260314.html

outlook

shared by Cath Horan on 26 Mar 14 - No Cached
  • world economy has continued its expansion
  • 2014 economic global growth is thought likely by major forecasters to be a bit higher than in 2013
  • growth is coming from the advanced countries
  • ...16 more annotations...
  • United States continues its recovery led by private demand and over the second half of last year the economy expanded at an annualised rate of just over 3 per cent.
  • The euro area has resumed growth, albeit in a somewhat hesitant fashion and with noticeable differences in performance by country.
  • A few emerging economies have lately come under pressure,
  • In fact were the Bank of Japan (BoJ) to step up its current program of quantitative and qualitative easing, it would soon be adding more cash to the global financial system, in absolute terms, than the Federal Reserve.
  • China's economy grew close to, and in fact a little faster than, the government's target last year. Strong and about equal contributions to growth were made by household consumption and investment. Consumer price inflation continues to be stable.
  • Recent indicators have shown possible signs of slower growth in the early part of 2014: growth of industrial production slowed; retail sales and passenger vehicle sales moderated; and fixed asse
  • Australia certainly weathered the financial crisis well, and with a real GDP some 13 per cent larger than it was at the beginning of 2009, compares well with many other advanced countries. It is the case, though, that growth while positive, has been running at a pace a bit below its trend pace for about 18 months now. The rate of unemployment has increased by something like a percentage point over the same period.
  • strong conditions in the natural resources sector.
  • n the rest of the economy, households have spent most of the past five years behaving more conservatively, or rather more normally, than they did over a long period up to the mid 2000s when they had been in a very expansive mood. Both consumption and residential construction have been soft for a while.
  • esources sector's capital spending continues to fall, it
  • It is unlikely, though, that a pick-up in resources exports, as important as that will be, will be enough to keep overall growth on the right trac
  • Recent data shows stronger household consumption over the summer. The latest surve
  • bundant signs of confidence in the housing market
  • Measures of business confidence have improved over the past six months. Businesses seem, so far, to be taking a cautious approach to investment,
  • is important to stress that this outlook is, obviously, a balance between the large negative force of declining mining investment and, working the other way, the likely pick up in some other areas of demand helped by very low interest rates, improved confidence and so on, as well as higher resource shipments. The lower exchange rate since last April and the improved economic conditions overseas also help.
  • On inflation, our view is that it will be a little higher than we thought three months ago
Maureen Greenbaum

Education Week: Fighting the Enemies of Personalized Learning - 57 views

www.edweek.org/...22renzulli.h31.html

personalized learning education

shared by Maureen Greenbaum on 02 Mar 12 - No Cached
  • Most educators agree that the one-size-fits-all curriculum needs addressing
  • emergence of technology in education has certainly created a renewed interest in personalizing learning and providing teachers with the tools necessary for differentiating curriculum.
  • True personalization requires more than just looking at achievement levels and trying to compensate for deficiencies
  • ...5 more annotations...
  • differentiation of content requires adding more depth and complexity to the curriculum rather than transmitting more or easier factual material.
  • achievement levels, information about student interests, learning styles, and preferred modes of expression allow us to make decisions about personalization that take multiple dimensions of the learner into account.
  • Respect for learning-style variations can be achieved by using instructional strategies such as simulations, Socratic inquiry, problem-based learning, dramatizations, and individual and small-group investigations of real problems. Expression-style preferences can be accommodated by giving students opportunities to communicate visually, graphically, artistically, and through animatronics, multimedia, and various community-service involvements.
  • Our obsession with content mastery and Skinner's behavioral theory of learning are slowly but surely giving way to an interest in personalization and differentiation.
  • While it is understandable that our early use of technology was mainly an adaptation of Gutenberg-online and a teaching-machine mentality of what learning is all about, we now have both the pedagogical rationale and technological capability to use the many dimensions of student characteristics that clearly and unequivocally result in higher engagement, enjoyment, and enthusiasm for learning.
Shelley Hull

Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views

conservancy.umn.edu/...CAREI%20BlockingSchedules.pdf

shared by Shelley Hull on 02 Dec 14 - No Cached
    • Shelley Hull
      Shelley Hull on 02 Dec 14
       
      " Early advocates of bloc scheduling identified the block schedule as the ca talyst, or vehicle, for bringing about desired changes in secondary education (Carroll, 1990; Canady and Rett ig, 1995)"
  • Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
  • Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
  • ...6 more annotations...
  • The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
  • Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
  • his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
  • It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
  • Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
  • One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
Julia Gardiner

Lateline - 29/10/2012: PMs plan for every child to learn an Asian language - 14 views

www.abc.net.au/...s3621224.htm

shared by Julia Gardiner on 10 Mar 15 - No Cached
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The rationale or thinking behind introducing languages early in primary school
  • Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
  • education will be the key and wants all school students to study an Asian language.
  • ...24 more annotations...
  • funded
  • where all the new teachers might come from
  • where all the new teachers might come from.
  • the gold standard
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
       The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
  • If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
  • The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Is this  good policy making? Some would  consider  it 'blackmail'!
  • Broadly, teachers and education experts have welcomed the plan, but question where the money is going to come from.
  • catchcry of the Hawke and Keating governments
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
  • Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      How do we encourage students to  continue  learning an Asian language into the final years  of high school and  eyond?
  • say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
  • hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
  • JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Suggested reasons for the decline in language graduates and therefore  in language teachers. 
  • will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
  • e Prime Minister acknowledges the shortages, but says technology
  • will help.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      This argument t can be debated.  It would suggest that technology in itself will be a solution!
  • we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
  • JEANNIE REA:
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      What type of incentive scan be offered/
  • Julia Gardiner on 10 Mar 15
     
    The Prime Minister wants all school students to study an Asian language to secure Australia's future in the Asian Century.
  • nadinebailey on 11 Mar 15
     
    Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
Sasha Thackaberry

Unbundling And Re-bundling In Higher Education - 15 views

www.forbes.com/...e-bundling-in-higher-education

higher higher education education unbundling 2.0 competency-based nontraditional elearning

shared by Sasha Thackaberry on 21 Nov 14 - No Cached
  • With the explosion of online learning, a disruptive innovation, there has been significant attention paid to the likely unbundling of higher education (see Michael Staton’s AEI piece and this University Ventures Fund piece, for example). We’ve written about unbundling ourselves. In every industry, the early successful products and services often have an interdependent architecture—meaning that they tend to be proprietary and bundled. The reason for this is that when a technology is immature, in order to make the products reliable or powerful enough so that they will gain traction, an entity has to wrap its hands around the whole system architecture so that it can wring out every ounce of performance.
Matt Renwick

Closing the Math Gap for Boys - NYTimes.com - 20 views

www.nytimes.com/...ng-can-close-the-math-gap.html

closing math gap boys nytimes connected-student

shared by Matt Renwick on 01 Feb 15 - No Cached
  • these economists are selling teenagers short
  • adolescence, like early childhood, is a “period of tremendous ‘neuroplasticity,
  • “It’s friendship and pushing — they nag them to success,”
Mr. Eason

Educational Leadership:Teaching for the 21st Century:21st Century Skills: The Challenges Ahead - 119 views

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

21stcenturyskills teaching

shared by Mr. Eason on 11 May 12 - Cached
  • the skills students need in the 21st century are not new.
  • Critical thinking and problem solving, for example, have been components of human progress throughout history
  • What's actually new is the extent to which changes in our economy and the world mean that collective and individual success depends on having such skills
  • ...27 more annotations...
  • Many reform efforts, from reducing class size to improving reading instruction, have devolved into fads or been implemented with weak fidelity to their core intent. The 21st century skills movement faces the same risk.
  • some of the rhetoric we have heard surrounding this movement suggests that with so much new knowledge being created, content no longer matters; that ways of knowing information are now much more important than information itself. Such notions contradict what we know about teaching and learning and raise concerns that the 21st century skills movement will end up being a weak intervention for the very students—low-income students and students of color—who most need powerful schools as a matter of social equity.
  • First, educators and policymakers must ensure that the instructional program is complete and that content is not shortchanged for an ephemeral pursuit of skills
  • Second, states, school districts, and schools need to revamp how they think about human capital in education—in particular how teachers are trained
  • inally, we need new assessments that can accurately measure richer learning and more complex tasks
  • Skills and knowledge are not separate, however, but intertwined.
  • In some cases, knowledge helps us recognize the underlying structure of a problem.
  • At other times, we know that we have a particular thinking skill, but domain knowledge is necessary if we are to use it.
  • if skills are independent of content, we could reasonably conclude that we can develop these skills through the use of any content. For example, if students can learn how to think critically about science in the context of any scientific material, a teacher should select content that will engage students (for instance, the chemistry of candy), even if that content is not central to the field. But all content is not equally important to mathematics, or to science, or to literature. To think critically, students need the knowledge that is central to the domain.
  • The importance of content in the development of thinking creates several challenges
  • first is the temptation to emphasize advanced, conceptual thinking too early in training
  • 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.
  • 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.
  • We must plan to teach skills in the context of particular content knowledge and to treat both as equally important.
  • education leaders must be realistic about which skills are teachable. If we deem that such skills as collaboration and self-direction are essential, we should launch a concerted effort to study how they can be taught effectively rather than blithely assume that mandating their teaching will result in students learning them.
  • teachers don't use them.
  • Even when class sizes are reduced, teachers do not change their teaching strategies or use these student-centered method
  • these methods pose classroom management problems for teachers.
  • These methods also demand that teachers be knowledgeable about a broad range of topics and are prepared to make in-the-moment decisions as the lesson plan progresses.
  • constant juggling act
  • greater collaboration among teachers.
  • But where will schools find the release time for such collaboration?
  • professional development is a massive undertaking.
  • Unfortunately, there is a widespread belief that teachers already know how to do this if only we could unleash them from today's stifling standards and accountability metrics. This notion romanticizes student-centered methods, underestimates the challenge of implementing such methods, and ignores the lack of capacity in the field today.
  • The first challenge is the cost.
  • measures that encourage greater creativity, show how students arrived at answers, and even allow for collaboration.
  • When students first encounter new ideas, their knowledge is shallow and their understanding is bound to specific examples. They need exposure to varied examples before their understanding of a concept becomes more abstract and they can successfully apply that understanding to novel situations.
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