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Gates sees this problem largely as a matter of incentives. Publications such as U.S. News and World Report reward colleges for the resources they spend on students and their exclusivity, but not necessarily for their results. High SAT scores will move a colleges up in the rankings (and so, it should be noted, will having a high graduation rate). Making sure your alums have a well-paid job, or a job at all, will not. To begin fixing this problem, we need need flip U.S. News' logic, Gates said, and reward schools that "take people with the low SAT and actually educate them well."  

I must not let her find me writing

sub-pattern in a different shade

use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Evaluate the advantages and disadvantages of using different mediums

 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon’s large e-book reader

Last fall, Princeton launched a small experiment, replacing traditional textbooks with the Kindle DX, Amazon’s large e-book reader

you will be asked to analyze the reading, to make a worthwhile claim about it that is not obvious (state a thesis means almost the same thing), to support your claim with good reasons, all in four or five pages that are organized to present an argument .

They expect to see a claim that would encourage them to say, "That's interesting. I'd like to know more."

We also know that whatever it is we think, it is never the entire truth. Our conclusions are partial, incomplete, and always subject to challenge. So we write in a way that allows others to test our reasoning: we present our best thinking as a series of claims, reasons, and responses to imagined challenges, so that readers can see not only what we think, but whether they ought to agree.

Instead, educators must become designers of doing.

eaching is a highly skilled craft, requiring not only explicit objectives, but a beautifully designed and irresistible learning experience that asks students think critically, solve a problem, create a product.

Educational leaders have to have the courage to reinvent our schools for real this time. And our teachers must be teachers of children as well as teachers of their subject area. This means possessing pedagogical knowledge -- the tools in the tool belt to design a lesson for the students of the present and the problems of the future.

when we think of scoring a rubric, we intuitively think that each of the possible scores as being equally likely.  This is a subtle systemic bias that happens because each column in the rubric’s grid is the same width.  So what?  Well, we’ve just seen that it makes just as much sense for intervals to vary in size as it does for them all to be the same size.  In other words: you cannot interpret a rubric element’s scores unless you know what kind of distribution has been assumed by the author of the rubric!

People perceive what they are looking for, and often only what they are looking for, and our well-intentioned attempts to guide their cognition could just as easily lead to participants missing the information most important to them.

Similarly, we did not attempt to define how participants should interact with each other, but instead focused on supporting an environment that would be responsive to whatever means they chose for themselves.

Teachers are among the most powerful influences in learning. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning. Teachers need to be aware of what each and every student is thinking and knowing to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels. Teachers need to know the learning intentions and success criteria of their lessons, know how well they are attaining these criteria for all students, and know where to go next in light of the gap between students’ current knowledge and understanding and the success criteria of: “Where are you going?”, “How are you going?”, and “Where to next?”. Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understanding is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding (Hattie, 2009, pp. 238-239).

Saying no to a new commitment honors your existing commitments and gives you the opportunity to successfully fulfill them

autoresponder that lets senders know when they’ll be checking their e-mail again.

multitasking is a real productivity killer.

Overview Three-quarters of AP and NWP teachers say that the internet  and digital search tools have had a “mostly positive” impact on their students’ research habits, but 87% say these technologies are creating an “easily distracted generation with short attention spans” and 64% say today’s digital technologies “do more to distract students than to help them academically.”

Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.”

The internet and digital technologies are significantly impacting how students conduct research: 77% of these teachers say the overall impact is “mostly positive,” but they sound many cautionary notes

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