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Is Common Core the Enemy of Autonomy? - Teaching for Triumph: Reflections of a 21st-Cen... - 35 views

blogs.edweek.org/...mmon_core_the_enemy_of_au.html Common_Core finland Singapore teaching_profession resources
shared by Brianna Crowley on 13 Jan 14 - No Cached
  • Brianna Crowley on 13 Jan 14
     
    An elementary teacher in a 99% school elaborates on how the CCSS can improve the current system that we have.
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Education in the Age of Globalization » Blog Archive » Five Questions to Ask ... - 29 views

zhaolearning.com/...s-to-ask-about-the-common-core
shared by Monica Williams-Mitchell on 20 Jun 13 - No Cached
  • Daniel Pink observed, traditionally neglected talents, which he refers to as Right-brained directed skills, including design, story, symphony, empathy, play, and meaning, will become more valuable (Pink, 2006).
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      YES! We need to address these things. I don't see them as incompatible w CC, however.
  • international assessments such as PISA and TIMSS, which are mostly left-brained cognitive skills.
  • Common Core does not include an element to prepare the future generations to live in this globalized world and interact with people from different cultures.
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      But does that simple fact prevent us from addressing this? I think not.
  • ...2 more annotations...
  • Common Core, by forcing children to master the same curriculum, essentially discriminates against talents that are not consistent with their prescribed knowledge and skills.
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      Is this any different from the current situation? Is this author arguing that we should not have common standards, or that we should maintain our current status quo of a patchwork of test-driven standards?
  • A well organized, tightly controlled, and well-executed education system can transmit the prescribed content much more effectively than one that is less organized, loosely monitored, and less unified. In the meantime, the latter allows for exceptions with more room for individual exploration and experimentation
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 22 Jun 13
       
      I think the problem lies in seeing this as an either-or question. Any system that relies solely on testing as the measure of success is short-sighted and archaic. Having no identified common ground puts at risk the learners who most need a firm starting point. To say that the current system allows "more room for individual exploration and experimentation" is naive at best and disingenuous at worst. Where in test-crazed American schools do you see this happening??
  • Don Doehla on 20 Jun 13
     
    A provocative article by Yong Zhao on CCSS and reflective questions we ought to as ourselves.
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Project-Based Learning Through a Maker's Lens | Edutopia - 43 views

www.edutopia.org/...h-a-makers-lens-patrick-waters learning maker lens edutopia
shared by Matt Renwick on 11 Jul 14 - No Cached
  • Choosing, thinking, reflecting, and sorting possible projects should be a career-long process. Good projects don't fade with time -- they get richer and more exciting for both teacher and student.
  • Great projects, on the other hand, are opportunities for learners and teachers to collaborate with those around them.
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A Principal's Reflections: The Limitations of Being a Disconnected Nomad - 8 views

esheninger.blogspot.com/...ons-of-being-disconnected.html connectedlearning socialmedia blogpost pln
shared by Glenn Hervieux on 25 Jan 15 - No Cached
  • Glenn Hervieux on 25 Jan 15
     
    "It seems like just yesterday that I was a disconnected nomad working hard to maintain the status quo and conform to a rigid system commonly known as education. You see, prior to 2009 I was adamantly opposed to even the thought of using social media for both personal and professional reasons. As a building level leader burdened by endless responsibilities, I could not fathom wasting even a precious minute in what I saw as a perpetual time sap. " Read the rest of this post to see how Eric discovered being connected on social media and engaging in conversations with passionate educators has transformed his work in education.
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Common Core State Standards Initiative | Home - 55 views

www.corestandards.org
shared by Jeannie Anderson on 15 Mar 10 - Cached
  • The Common Core State Standards provide a consistent, clear understanding
  • The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.
    • Jeannie Anderson
      Jeannie Anderson on 02 Jun 13
       
      How does CCSS provide a consistent, clear understanding of what students are expected to learn? Who is in charge of this curriculum?
  • ...1 more annotation...
  • global economy
  • Linda Piscione on 15 Mar 10
     
    Draft of K-12 curriculum standards as part of the Common Core State Standards Initiative (CCSSI) available for comment
  • ...2 more comments...
  • Linda Piscione on 15 Mar 10
     
    Please excuse any cross-posting.
  • kathy adkisson on 03 Jun 10
     
    Common Core Standards Website
  • Caitlin Gardner on 24 May 12
     
    This is the homepage for the Common Core Standards. All standards k-12 are presented and organized by grade-level and content area. You may want to review the standards and highlight the standards you will need to address. You can then print out those standards you need to address.
  • Marc Patton on 19 Jul 12
     
    The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.
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Using Music to Close the Academic Gap - Lori Miller Kase - The Atlantic - 73 views

www.theatlantic.com/...280362
shared by George Hess on 13 Oct 13 - No Cached
  • George Hess on 13 Oct 13
     
    Why isn't music in the Common Core
  • Bob Calder on 14 Oct 13
     
    Research demonstrates that music doesn't help as such. The same effect can be got from any discipline where practice and persistence are important. The musical component can be duplicated with explicit phonemic instruction in a short time. You would be better off drawing because it is the only non-academic that has a direct academic relationship - with geometry. The evidence for that has to do with the above, plus junction recognition and visualization. The only thing I didn't touch on is openness to new experience which has a strong correlation to measured intelligence. That's a component of the arts in general.
  • George Hess on 15 Oct 13
     
    I'm aware of the studies and also of the garbage science like the "Mozart Effect." While they don't support the correlation, they are also not definitive. This appears to be a valid study and it is working. Whether the reasons are because they learn practice and persistence or something else is irrelevant, a correlation still exists. Maybe it's just that music is fun and the way we learn music--practice, reflect, refine, repeat--is a good model for learning in general. It's certainly better than standardized tests. Personally, I don't feel a need to justify music's existence by its value to other subjects. It represents some of humanity's greatest achievements. That should be enough.
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Big Ideas - Exploring the Essential Questions of Education - 46 views

www.authenticeducation.org/...article.lasso first180 big questions essential ideas ubd
shared by marcmancinelli on 31 Aug 10 - Cached
  • here are at least three very good reasons, particularly for educators, to ask enduring questions. However, I will first define what I mean by an enduring question. What makes a question enduring is its transcendent quality.
  • However, I will first define what I mean by an enduring question. What makes a question enduring is its transcendent quality. That is, a question that continues to be asked again and again, despite ages and sages. It is a really profound question that goes beyond human comprehension, but if not asked, would detract from our humanity. Enduring questions are ones that challenge the greatest minds and intrigue the simplest ones (i.e. children).
  • We should ask enduring questions because they lead to thoughtful, soul searching reflection about great ideas.
  • ...2 more annotations...
  • Enduring questions make life and learning engaging and interesting
  • Enduring questions lead to more questions.
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Encouraging Metacognition for Learning - 89 views

thelearnersway.net/...ing-metacognition-for-learning learning thinking metacognition
shared by Nigel Coutts on 21 Jun 15 - No Cached
  • Nigel Coutts on 21 Jun 15
     
    A critical component of learning is the ability to reflect on one's learning and the processes that occur while we are engaged in learning. If we are to develop independent, empowered learners then we need to build the skills required for metacognition both directly through the provision of suitable strategies and indirectly via the modeling of effective learning that we provide.
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seven thirty-five a.m. - 61 views

735am.wordpress.com education technology resources web2.0 web tools project based learning inquiry based learning 21c skills 21st century skills history social studies
shared by Keith Dennison on 06 Aug 10 - Cached
  • Keith Dennison on 06 Aug 10
     
    I am just starting a blog as part of a reflective practice. I also want to use it to connect with people who are interested in education and interested in smart inclusion of technology into the classroom. It's brand new, but I have a post on there with examples of what we're doing at Hunterdon Central Regional High School in Flemington, NJ.
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Free Screen Sharing and Online Meeting Software | Screenleap - 81 views

www.screenleap.com screensharing collaboration tools screenleap
shared by Deborah Baillesderr on 18 Mar 12 - No Cached
  • Mary Phillips on 18 Mar 12
     
    Free screen sharing from any device, including smart phones and tablets. Hmm ... does this replace reflections or Apple TV in presentations?
  • ...1 more comment...
  • Margaret Moore-Taylor on 20 Mar 12
     
    I like this one but could someone comment on how their experiences was when using it, and what did they use it for. This would be helpful.
  • Elizabeth Resnick on 26 Apr 12
     
    Mary Vaughn writes:  Want to share and collaborate across the classroom?  How about across the state or further?  http://www.screenleap.com/ is the perfect tool to do that.  Easy to use, all you have to do is download the java applet and you're ready to share your screen with anyone at anytime.  This works in tandem with apple devices or any device that has internet connection.  Unfortunately, right now it's a one-way deal - you'll have to use a pc or mac to share.  It gives a simple code or website you can share with others to see your screen.  There's a little lagtime but not terribly so.  So, if you have teachers who have data projectors going on the fritz, want to do a PLC with other colleagues, or whatever collaboration you're working with, this could be the perfect tool.  Hint:  use the tabs to open up different websites - you have to keep the original screenleap up and running.
  • Deborah Baillesderr on 11 Nov 14
     
    Instantly share your screen with a join code.
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Reading Strategies for 'Informational Text' - NYTimes.com - 172 views

learning.blogs.nytimes.com/...ategies-for-informational-text common core standards CCSS reading teaching education resources
shared by Amy Roediger on 02 Aug 12 - No Cached
Annette Yono liked it
  • Four Corners and Anticipation Guides:Both of these techniques “activate schema” by asking students to react in some way to a series of controversial statements about a topic they are about to study. In Four Corners, students move around the room to show their degree of agreement or disagreement with various statements — about, for instance, the health risks of tanning, or the purpose of college, or dystopian teen literature. An anticipation guide does the same thing, though generally students simply react in writing to a list of statements on a handout. In this warm-up to a lesson on some of the controversies currently raging over school reform, students can use the statements we provide in either of these ways.
  • Gallery Walks:A rich way to build background on a topic at the beginning of a unit (or showcase learning at the end), Gallery Walks for this purpose are usually teacher-created collections of images, articles, maps, quotations, graphs and other written and visual texts that can immerse students in information about a broad subject. Students circulate through the gallery, reading, writing and talking about what they see.
  • Graphic Organizers:
  • ...4 more annotations...
  • Making Text-to-Text/Text-to-Self/Text-to-World connectionsCharting Debatable IssuesListing Facts/Questions/ResponsesIdentifying Cause and EffectSupporting Opinions With FactsTracking The Five W’s and an HIdentifying Multiple Points of ViewIdentifying a Problem and SolutionComparing With a Venn Diagram
  • The One-Pager:Almost any student can find a “way in” with this strategy, which involves reacting to a text by creating one page that shows an illustration, question and quote that sum up some key aspect of what a student learned.
  • “Popcorn Reads”:Invite students to choose significant words, phrases or whole sentences from a text or texts to read aloud in random fashion, without explanation. Though this may sound pointless until you try it, it is an excellent way for students to “hear” some of the high points or themes of a text emerge, and has the added benefit of being an activity any reader can participate in easily.
  • Illustrations:Have students create illustrations for texts they’re reading, either in the margins as they go along, or after they’ve finished. The point of the exercise is not, of course, to create beautiful drawings, but to help them understand and retain the information they learn.
  • Annette Yono on 02 Aug 12
     
    Update | Feb. 2012: We'll be exploring the new Common Core State Standards, and how teaching with The Times can address them, through a series of blog posts. You can find them all here, tagged "the NYT and the CCSS."
  • Amy Roediger on 02 Aug 12
     
    A good list of reading strategies for informational text from the New York Times.
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Edu Leadership:Tech-Rich Learning:The Basics of Blended Instruction - 38 views

www.ascd.org/...cs-of-Blended-Instruction.aspx classroom blended learning technology blended_learning edtech
shared by Clint Heitz on 23 Nov 15 - No Cached
  • Blended learning, with its mix of technology and traditional face-to-face instruction, is a great approach. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. I advocate a teacher-designed blended learning model, in which teachers determine the combination that's right for them and their students.
  • Tip 1: Think big, but start small.
  • Tip 2: Patience is a virtue when trying something new.
  • ...17 more annotations...
  • Tip 3: Technology shouldn't be just a frill.
  • Tip 4: Weaving media together makes them stronger.
  • Tip 5: Students need to know where they can get online.
  • Student-centered classrooms are the goal of my teacher-designed blended learning model. Giving students control over the learning process requires that they know how to communicate, collaborate, and solve problems in groups, pairs, and individually. This work can be messy, loud, and disorganized, but in the end, the learning is much more meaningful.
  • Then I found Collaborize Classroom, a free, dynamic discussion platform. I used it to replace many of my pen-and-paper homework assignments with vibrant online debates, discussions, writing assignments, and collaborative group work.
  • Remember that mistakes lead to learning. The best resources I've designed and the most effective strategies I've developed were all born from and refined through mistakes.
  • I anticipated that students might hit some bumps as they navigated their first TED-Ed lesson, so I set up a TodaysMeet back channel so students could ask questions, make comments, and access a support network while going through the online lesson. A back-channel tool makes it possible for people to have a real-time conversation online while a live presentation or real-time discussion is taking place.
  • I asked students to reference specific details to support their assertions, as did one student who commented on the town's poverty by noting that the local doctor often took potatoes as payment for his work. She also showed how the characters nevertheless reflected the country's "cautious optimism" about its future: That same doctor was still able to support himself, she pointed out, and he enjoyed his work. Students posted their responses, complimenting strong points made, asking questions, and offering alternative perspectives.
  • I asked students to analyze examples of strong discussion posts and revise weaker posts. I also realized that I needed to embed directions into our discussion topics to remind students to respond to the questions and engage with their peers. I started requiring them to thoughtfully reply to at least two classmates' posts, in addition to posting their own response to the topic.
  • It's crucial for students to see that the work they do in the online space drives the work they do in the classroom so they recognize the value of the online conversations.
  • For example, during the To Kill a Mockingbird unit, we researched and discussed the death penalty in preparation for writing an argument essay. The students debated online such issues as cost, morality, and racial inequality and then delved into these topics more deeply face-to-face in class.
  • In the classroom, the teacher might give small groups various topics to research. Then he or she could ask students to go online to research and discuss their topic on a shared Google Doc and create a presentation using Glogster, Prezi, or Google Presentation Maker.
  • When we read Romeo and Juliet, I use this strategy to encourage students to research such topics as the monarchy, entertainment, and gender roles in Elizabethan England so they have a better understanding of the historical context in which Shakespeare wrote. Back in the classroom, each group then presents its findings through an oral presentation.
  • Compared with traditional in-class group work, which typically yields a disappointing finished product, online work provides the time necessary for students to complete quality work together.
  • Some teachers think that incorporating online work means they have to be available 24 hours a day. This is not the case. When students are connected online, they have a network of peers they can reach out to for support, and they begin to see one another as valuable resources in their class community.
  • I've embedded a Google map in my website that has pins dropped in all the locations on our campus and in our community where there are computers with public access to the Internet.
  • I even wrote the local computer recycling center to request a computer for my class.
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Silk - 10 views

ukedchat.com/silk art digital art symmetry reflectional symmetry
shared by Martin Burrett on 02 Oct 18 - No Cached
  • Martin Burrett on 02 Oct 18
     
    "Draw with ribbons of colourful light and make beautiful pieces of digital art. Try making fantastical creatures out of light, or explore symmetry in maths."
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Study: Effective School Libraries Impact Entire Schools, Not Just Test Scores - 89 views

www.schoollibraryjournal.com/...hool_libraries_impact.html.csp
shared by Roland Gesthuizen on 26 Apr 12 - No Cached
  • Researchers note that effective school libraries reflect strong cooperation, collaboration, and communication among classroom teachers, administrators and school librarians.
  • Massey notes that most administrators don't know what an effective school library program looks like, and therefore don't understand how they can improve academic achievement.
  • Roland Gesthuizen on 26 Apr 12
     
    "An effective school library impacts more than student achievement-it also lifts a school's entire educational climate, says a recent two-phase study by Rutgers University's Center for International Scholarship in School Libraries (CISSL) on behalf of the New Jersey Association of School Librarians (NJASL)."
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The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views

www.scientificamerican.com/article.cfm education reading research ebooks epub books
shared by Kris Cody on 10 May 13 - No Cached
  • prevented them from zooming out to see a neighborhood, state or country
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 10 May 13
       
      This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
  • Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
    • Kris Cody
      Kris Cody on 11 May 13
       
      This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
  • Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
  • ...14 more annotations...
  • When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
  • discernible size, shape and weight.
  • Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
  • When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
  • E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
  • the American Optometric Association officially recognizes computer vision syndrome.
  • People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
  • Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
  • Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
  • They think of using an e-book, not owning an e-book,"
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
  • Monica Williams-Mitchell on 10 May 13
     
    it is difficult to see any one passage in the context of the entire text.
  • Kris Cody on 11 May 13
     
    it is difficult to see any one passage in the context of the entire text.
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5 estrategias para proporcionar una retroalimentación efectiva - 2 views

pbs.twimg.com/...BwmdzNlCAAEn_qC.jpg reflection reflexión retroalimentación infografia
shared by Chema Falcó on 31 Dec 18 - No Cached
  • Chema Falcó on 31 Dec 18
     
    5 estrategias basadas en la investigación para proporcionar una retroalimentación efectiva
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