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Three ways you are underperforming as a teacher - 23 views
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"There are just so many distractions in the life of a teacher. Planning, marking, assessments, eating, family-life, and so on. Yet, being aware of the tendencies that creep into life that distract away from the priorities takes courage in being able to step back and look at what possible makes you, or your students, underperform within your role."
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The Siege of Academe - www.washingtonmonthly.com - Readability - 1 views
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the whole thing is a corrupt enterprise doomed to collapse in a spectacular, real-estate-market-circa-2008 fashion. The media lapped it up, and soon enough Thiel was featured in long New York and New Yorker profiles.
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Investors have chased after clever short-term innovations and looked for quick profit, which is not only bad for the world but bad for most investors—since 1999, according to the manifesto, venture capital has lost money on average. Only the top 20 percent are any good.
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There is a great deal of money and power at stake now. We may not know who and we may not know when, but someone is going to write the software that eats higher education.
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most of the first adopters won’t be American students forgoing the opportunity to drink beer on weekends at State U. Instead, they’ll be students like Bali, among the hundreds of millions of people around the world with the talent and desire to learn but no State U to attend.
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Political pressure will continue to grow for credits earned in low-cost MOOCs to be transferable to traditional colleges, cutting into the profit margins that colleges have traditionally enjoyed in providing large, lecture-based college courses.
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Why media tablets will transform education | Accenture Outlook - 48 views
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Content can be revised and updated continuously. Textbooks no longer need to be text but can be any media. And a tablet can administer tests, enable students to engage in collaborative projects or support remote education for rural children. Since a tablet is a full-fledged computer, it can also support specialized applications that cater to children with learning disabilities or different learning styles. The possibilities are endless
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If all this were to come true, the biggest losers will be dogs—they’ll no longer have any homework to eat.
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it represents their path to the future. As such, it’s difficult to build consensus around any new educational philosophy; experimentation, however well intentioned,2 is perceived as tantamount to tampering with the lives of young people.
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Chinese Culture: Customs & Traditions of China - 7 views
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Culture includes religion, food, style, language, marriage, music, morals and many other things that make up how a group acts and interacts.
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Currently, there are only five official religions. Any religion other than Buddhism, Taoism, Islam, Catholicism and Protestantism are illegal, even though the Chinese constitution states that people are allowed freedom of religion.
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There are seven major groups of dialects of the Chinese language, which each have their own variations,
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Among the main styles of Chinese cooking are Cantonese, which features stir-fried dishes, and Szechuan, which relies heavily on use of peanuts, sesame paste and ginger and is known for its spiciness.
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Eastern-style martial arts were also developed in China, and it is the birthplace of kung fu. This fighting technique is based on animal movements and was created in the mid-1600s, according to Black Belt Magazine.
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The largest festival — also called the Spring Festival — marks the beginning of the Lunar New Year. It falls between mid-January and mid-February and is a time to honor ancestors. During the 15-day celebration, the Chinese do something every day to welcome the new year, such as eat rice congee and mustard greens to cleanse the body, according to the
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fractions idea bank - 141 views
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One way to help students to understand the basics of adding and subtracting fractions (denominators must be the same; add/subtract the numerators; DO NOT add/subtract the denominators) is to teach the students what the parts of a fraction really are: numbers and names. This also helps combat the frequently-taught but incorrect idea that a fraction and a ratio are the same. A ratio may look like a fraction, but it is not a fraction.
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FRACTIONS ARE AS EASY AS PIGS What is 2 pigs plus 3 pigs? 5 pigs (Write as a fraction: 2/pigs + 3/pigs = 5/pigs) Notice, we do not end up saying the answer is 5 horses.
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The top of a fraction is a NUMBER: 1, 2, 3, etc. The bottom of a fraction is a NAME: half, third, fourth, etc. We can add and subtract numbers. We cannot add and subtract names.
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Ask each student their "denominator." Don't give it away. Ask each one until one finally says their name. Continue through the room... Their name is their denominator. When you practice adding and subtracting fractions with like denominators, actually say "pigs" instead the fraction name. Then say, "Instead of pigs, we are using ..." and let them answer with the appropriate denominator. It is fun when doing subtraction to say, "If we have 5 pigs and eat 3 pigs, besides a stomachache, what is left?"
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Denominate means: to name Political parties nominate (name) their candidates. Religious denominations are identified by their names. The denominations of money are the names of the coins and bills.
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The transition to unlike denominators is automatic. If the names are not the same, you can't add the fractions. 2/pigs + 3 horses is still 2/pigs and 3/horses (unless we discover a "common denominator" -- a common name: farm animals). Once the students know they must have a common name (denominator) in order to add or subtract, they have a reason to learn about common denominators. By the way, I always begin common denominators without worrying about the Least Common Denominator (LCD). Once they can find a common denominator (multiply the denominators), add or subtract, and then reduce, they can be led to finding "easier" denominators to work with. Students who have too much difficulty with LCD can still get the correct answer; they just have more reducing to do. Those who can find a lower common denominator have less reducing. This is a very basic rendering of "Fractions are as easy as pigs." AWP, 10/12/00 on teachers.net math board
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One game that my students enjoy the challenge of is Blackjack 1. You need a set of fraction cards per student (or you can make them from index cards.) The same rules as Blackjack apply. Instead of trying to get to 21, they want to try and get close to 1 without going over. With this game they practice addition and comparing -- it's great. You can also make it more challenging or bring in mixed numbers with Blackjack 2 or Blackjack 3. (Blackjack 2 means to try to get as close to 2 as possible without going over.) I am not sure where to buy fraction cards. I have one set that I received when I took over a classroom. However, I have always had the students create their own sets and we used them for several games. I gave each students a set of index cards (3 1/2 X 5) and they wrote the fractions in pencil so they couldn't be seen through the cards. These are the fractions we included: all fractions with a denominator of 2, 3, 4, 5, 6, 8, 10, and 12. (To challenge the students you may want to use the 7, 9, and 11 denominators as well.) I also had the students include 2 0's such as 0/3 and 0/4 and two 1's such as 3/3 and 4/4. Each game required two sets of cards, so I had the students write their initials in the corner of their set so they would get a complete set back after the game.
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Fraction War Fraction War with the fraction cards: It is just like the card game of War, but with the fraction cards instead. This game helps students to compare fractions and encourages them to use number sense in comparison before using the algorithm of making equivalent fractions. Memory Memory with the fraction cards: It is just like the traditional "Memory" game, but any equivalent fractions are considered a match so 1/2 would be a match with 2/4. This game helps them to identify equivalent fractions. You can also play this game with fraction to decimal equivalence by making a set of decimal cards too. Fraction/Decimal Bingo Fraction/Decimal Bingo: The students have game boards with decimals on them. You call out fractions and if they have the decimal equivalence they can mark it on the board. Kimberly, 5/31 and 6/1 on teachers.net math board
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Computer Kids : Eat My Bytes! - 66 views
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This site has a good collection of downloadable tutorial sheets, worksheets and other useful downloads for ICT teachers. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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A Sound of Thunder - Ray Bradbury - 49 views
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A touch of the hand and this burning would, on the instant, beautifully reverse itself. Eckels remembered the wording in the advertisements to the letter. Out of chars and ashes, out of dust and coals, like golden salamanders, the old years, the green years, might leap; roses sweeten the air, white hair turn Irish-black, wrinkles vanish; all, everything fly back to seed, flee death, rush down to their beginnings, suns rise in western skies and set in glorious easts, moons eat themselves opposite to the custom, all and everything cupping one in another like Chinese boxes, rabbits into hats, all and everything returning to the fresh death, the seed death, the green death, to the time before the beginning. A touch of a hand might do it, the merest touch of a hand.
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shared by Steve Ransom on 31 May 09
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Joachim de Posada says, Don't eat the marshmallow yet | Video on TED.com - 0 views
www.ted.com/...t_eat_the_marshmallow_yet.html
TED assessment kids children selfcontrol humor delayed_gratification
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Leveraging Participatory Culture in Cybersafety Education (or, the benefits of "eating ... - 52 views
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Keys to long life: Longevity study unearths surprising answers - 41 views
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Friedman and Leslie R. Martin , a 1996 UCR alumna (Ph.D.) and staff researchers, have published those findings in "The Longevity Project: Surprising Discoveries for Health and Long Life from the Landmark Eight-Decade Study" (Hudson Street Press, March 2011).
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It's never too late to choose a healthier path, Friedman and Martin said. The first step is to throw away the lists and stop worrying about worrying. "Some of the minutiae of what people think will help us lead long, healthy lives, such as worrying about the ratio of omega-6 to omega-3 fatty acids in the foods we eat, actually are red herrings, distracting us from the major pathways," Friedman said. "When we recognize the long-term healthy and unhealthy patterns in ourselves, we can begin to maximize the healthy patterns." "Thinking of making changes as taking 'steps' is a great strategy," Martin advised. "You can't change major things about yourself overnight. But making small changes, and repeating those steps, can eventually create that path to longer life."
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The Default Major - Skating Through B-School - NYTimes.com - 41 views
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Dr. Mason, who teaches economics at the University of North Florida, believes his students are just as intelligent as they’ve always been. But many of them don’t read their textbooks, or do much of anything else that their parents would have called studying. “We used to complain that K-12 schools didn’t hold students to high standards,” he says with a sigh. “And here we are doing the same thing ourselves.”
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all evidence suggests that student disengagement is at its worst in Dr. Mason’s domain: undergraduate business education.
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“Business education has come to be defined in the minds of students as a place for developing elite social networks and getting access to corporate recruiters,”
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It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.
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Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.
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Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.
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The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.
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“We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”
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This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.
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“It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”
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“A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”
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History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.
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when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.
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a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.
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what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.
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From Farm to Table | Orion Magazine - 23 views
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“Farmers’ markets aren’t sexy anymore
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What we need is a system of local “food hubs” that can process and bundle local foods and deliver them to the places where America eats.
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Perhaps the only thing all these food hubs share is a conviction that there is value in preserving regional identity, artisanal character, and sustainable practices—in saving some products from the great meat grinder of industrial food distribution.
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Some simply bundle the produce of multiple small farms to reach the consistent volumes and product diversity required to supply local markets. Some are purely virtual marketplaces that allow chefs to find available produce from regional farms and buy it directly. Some have a social mission to not only bring foods to underprivileged neighborhoods but to increase food literacy as well, or to guarantee fair prices to farms and farmworkers. And some specialize in incubating new producers like Pete
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See an audio slide show about the Mad River Food Hub at the Reimagining Infrastructure series homepage, www.orionmagazine.org/infrastructure.
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A guide to online educational resources. - NYTimes.com - 90 views
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Richard Ludlow started the nonprofit Academic Earth two years ago after M.I.T.'s OpenCourseWare helped him pass linear algebra as a Yale undergraduate. His site offers the courses of 10 elite universities — 130 full courses and more than 3,500 video lectures. Viewers can turn the tables on professors and grade courses. Other guidance includes "Editor's Picks" and "Playlists," lectures selected around a theme like "First Day of Freshman Year" and "You Are What You Eat."
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Connexions, started at Rice University 10 years ago, debundles education for the D.I.Y. learner. Anyone can write a "module," the term for instructional material that can be a single sentence or 1,000 pages. Connexions hosts more than 16,000 modules that make up almost 1,000 "collections." A collection might be, say, an algebra textbook or statistics course.
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Daniel Colman is a curator of sorts. He sifts through the vast amount of free courses, movies and books offered online to find what he considers the very best in content and production value. Then he features them on Open Culture, the Web site he founded in 2006. It's a task in keeping with his mission as associate dean and director of Stanford's continuing education program.
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At last count, the site had 2,700 audio and video lectures from more than 25 universities; 268 audio books; and 105 e-books. Dr. Colman says he looks for lectures that "take ideas and make them come to life." And so you can learn 37 languages on Open Culture, or stream Jane Austen audio books, Hitchcock films and a John Hopkins biology lecture.
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Why pay for test prep? M.I.T. OpenCourseWare has culled introductory courses in physics, calculus and biology, along with problem sets and labs, to help students prep for the Advanced Placement exams. (Not to miss an opportunity, there’s a link to the admissions office.)
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Thousands of pieces of free educational material - videos and podcasts of lectures, syllabuses, entire textbooks - have been posted in the name of the open courseware movement. But how to make sense of it all? Businesses, social entrepreneurs and "edupunks," envisioning a tuition-free world untethered by classrooms, have created Web sites to help navigate the mind-boggling volume of content. Some sites tweak traditional pedagogy; others aggregate, Hulu-style.
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Fun ways to promote healthy eating in your classroom, library or school - 19 views
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shared by Andrew McCluskey on 11 Feb 13
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Occupy Your Brain - 111 views
schoolingtheworld.org/...occupy
education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect
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Ant Heald liked it
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One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
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Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even use the toilet without explicit permission from an authority figure.
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In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy. We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect.
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We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
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And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
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The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
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by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
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We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
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A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
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The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups. Our votes no longer matter. Our wishes no longer count. Our power as citizens has been sold to the highest bidder.
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Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
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If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations? What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
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The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors. Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
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the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person. Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa. Of course that’s not the way our system really works, and never has been. But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
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If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience? Do we even know what our own common sense is anymore?
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We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press. At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
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Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
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But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
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Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results.
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You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
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if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
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They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
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And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
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They knew this about their situation: nobody was on their side. Certainly not the moneyed classes and the economic system, and not the government, either. So if they were going to change anything, it had to come out of themselves.
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As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us? To what end? The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks. But they understand that the first thing they must take back is their common sense.
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Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
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This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.