Across the world, "population change is reversing secularism and shifting the center of gravity of entire societies in a conservative religious direction." The same will be true here in the United States, where religious families have more children than non-religious ones.
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Demography and the Future of Secularism - Boston.com - 1 views
articles.boston.com/...edim-ultra-orthodox-secularism
demography religion religious fundamentalism secularism
shared by Steven Young on 25 May 12
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The American Enterprise Institute is one of the leading conservative think tanks. The AEI, and the conservative movement in general, have an interest in a more religious population, since religious voters are more likely to vote Republican and for conservative parties elsewhere in the world. Therefore, one needs to skeptical of research emanating from a think tank with a strong ideological bias; especially when that research serves the interests of the institution.
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It's easy to underestimate the role that population change can have in social change, Kaufmann says, but it can have a huge role, especially when differences in values drive differences in fertility
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-- demographer
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Americans and Europeans
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Americans and European
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the fringe of ultra-Orthodox pupils in Israel's Jewish primary schools in 1960 has ballooned: they now comprise a third of the Jewish first grade class. They are gaining power: in Jerusalem, Haredim rioted in late December, demanding the right to segregate women on buses, and have already elected the city's first Haredi mayor.
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the ultra-Orthodox may form a majority of observant American and British Jews by 2050
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In the United States, Republicans have a similar values-driven fertility advantage -- an advantage, Kaufmann argues, which will outweigh the Democratic advantage of increased immigration, in part because many immigrants are conservative on social issues and maximalist in their family planning.
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"In Seattle, there are nearly 45 percent more dogs than children. In Salt Lake City, there are nearly 19 percent more kids than dogs.”
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Summary of article from the American Enterprise Institute journal, "The American", that claims that future of the U.S. is more religious than secular due to the large family size of religious fundamentalists.
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Best Practices - 2 views
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the first great thing about Diigo is that your bookmarks follow you wherever you go. When you bookmark a site using your Diigo account, you can have access to it at work, home, the computer lab or library. The other great thing is that once you bookmark it, you can share your book mark links with students and colleagues and they can all have access to your sites.
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The next big plus to Diigo is that you get to “tag” the sites you want to bookmark. A tag is the classification system you determine so you can organize your bookmarks and find the link the next time you need it; this is known as a folksonomy.
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On the sticky note the teacher could ask questions and Diigo allows people to comment and reply to the questions on the sticky note. Students could also add sticky notes for other students to comment on as well. Another way to use the highlighting tool is that students could go through an article and highlight all of the vocabulary that they didn’t know and learn what it means prior to reading the article. Or students could put sticky notes about questions they have when reading the text.
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在便条中,教师可以提出问题,其他人可以通过便条回复.学生通读全文,高亮显示他们不懂的内容,在正式阅读前把它们学会.学生还可以在阅读时就他们不懂的部分添加便条提问.对教师而言,利用diigo获取学生在阅读时的所想也是很重要的.
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But, now let’s get to the “social” part of social bookmarking. Let’s say you find a really awesome site for your unit on Greek Mythology, and you tag it on Diigo. You see when you look at your bookmark list that 72 other people have tagged that exact same site. You can see the lists of the other people who have tagged that site, and you might discover a 6th grade teacher in Wisconsin who has an amazing list of Greek mythology sites that you didn’t even know about. Now you have taken advantage of the social part of the bookmarking process by adding some of those bookmarks to your list.
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"Where's the Writer" TETYC March 2014 - 43 views
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“Responders Are Taught, Not Born”
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We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
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We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
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class suggests that the writer’s question
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This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
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we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
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dynamic list that students freely update throughout the semester on the class classro
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organize the questions within categories such as tone, content, evidence-based support, style, and logistics
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The end result is a robust list of questions for writers to ask of their respondents.
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in-class discussion about effective and less effective questions for writers
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raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
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: pointing, summarizing, and reflecting
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Students’ comments often point to their struggle to position themselves in peer response.
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“What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
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it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
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devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
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, “Feedback: What Works for You and How Do You Get It?”
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highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
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we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
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While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
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this information is limited to the instructor’s manual
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llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
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You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
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uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
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he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
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“Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
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dependent on what parts of the textbook they choose to read
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point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
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there is no mention that writers might use them for purposes of soliciting feedback.
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we see an opportunity for modeling that is not fully realized.
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we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
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textbook authors offer few examples for how to get specific feedback
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Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
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we worked to understand how textbooks highlight the writer’s role in peer response.
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We wanted to know what books tell writers about asking questions
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lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
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Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
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Anant Agarwal Discusses Free Online Courses Offered by a Harvard/M.I.T. Partnership. - ... - 4 views
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Granted, there are no papers to grade, and assignments aren’t free-form, but how does one professor handle so many students? We had four teaching assistants, and my initial plan was that they would spend a lot of time on the discussion forum, answering questions. One night in the early days, I was on the forum at 2 a.m. when I saw a student ask a question, and I was typing my answer when I discovered that another student had typed an answer before I could. It was in the right direction, but not quite there, so I thought I could modify it, but then some other student jumped in with the right answer. It was fascinating to see how quickly students were helping each other. All we had to do was go in and say that it was a good answer. I actually instructed the T.A.’s not to answer so quickly, to let students work for an hour or two, and by and large they find the answers.
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Most students who register for MOOCs don’t complete the course. Of the 154,763 who registered for “Circuits and Electronics,” fewer than half even got as far as looking at the first problem set, and only 7,157 passed the course. What do you make of that?
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EdX operates under an honor code, with no way to verify that the student who registered is the one doing the work. Is that likely to change? It’s quite possible employers would be happy with an honor certificate. We’re looking at various methods of proctoring. We have talked about people going to centers to take exams. There are also companies that use the cameras inside a laptop or iPad to watch you and everything else that’s happening in the room while you take an exam, and that may be more scalable.
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And because we will have all this data on how students actually use our materials, there are opportunities for research on learning. We can watch how many attempts students made before they got an exercise right, and if they got it wrong, what they used to try to find a solution. Did they go to the textbook, go back and watch the video, go to the forum and post a question?
Mrs. T's First Grade Class: Math - 2 views
Life in First Grade: Reading Street - 1 views
First Grade Fairytales - 0 views
Mrs. Tabb @ First Grade Awesomeness - 0 views
F is for First Grade - 1 views
First Grade Wow - 0 views
First Grade FUNdamentals! - 0 views
First Grade Fanatics - 0 views
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The Myth About Computer-Based Reading Software? - Finding Common Ground - Education Week - 30 views
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Dr. Allington made the comment that he would ban computers from an instructional role and that they didn't have a significant effect on teaching students to read.
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The second-year study included four reading software products for first grade, Destination Reading (Riverdeep 2008), the Waterford Early Reading Program (Pearson School 2008), Headsprout (Headsprout 2008), and Plato Focus (Plato Learning Corporation 2008).
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students need a more balanced program
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There is nothing more important to the reading process than a teacher who can provide high quality reading instruction to students.
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llow students to choose books that they like AND can read.
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Every child reads something he or she chooses
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hat reading instruction needs to be 90-120 minutes which includes a large percentage of time being engaged in reading.
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must be engaged in reading every day, and it must be authentic and meaningful.
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Students need to spend time reading texts that are not too challenging.
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But too often, struggling readers get interventions that focus on basic skills in isolation, rather than on reading connected text for meaning."
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The First Grade Parade - 0 views
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This activity would be great to use during our writing to inform unit. The students will be allowed to research an animal of their choice and complete the book.
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developing first-grade reading fluency through peer mediation - ProQuest - 14 views
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indings suggest that peer-mediated, repeated reading promoted both reading fluency and reading comprehension.
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Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 87 views
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Whether the feedback was in the observable effects or from other people, in every case the information received was not advice, nor was the performance evaluated. No one told me as a performer what to do differently or how "good" or "bad" my results were. (You might think that the reader of my writing was judging my work, but look at the words used again: She simply played back the effect my writing had on her as a reader.) Nor did any of the three people tell me what to do (which is what many people erroneously think feedback is—advice). Guidance would be premature; I first need to receive feedback on what I did or didn't do that would warrant such advice.
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Decades of education research support the idea that by teaching less and providing more feedback, we can produce greater learning (see Bransford, Brown, & Cocking, 2000; Hattie, 2008; Marzano, Pickering, & Pollock, 2001).
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Feedback Essentials
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Goal-Referenced
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Tangible and Transparent
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Actionable
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User-Friendly
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Timely
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Ongoing
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Consistent
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Progress Toward a Goal
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But There's No Time!"
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remember that feedback does not need to come only from the teacher, or even from people at all. Technology is one powerful tool—part of the power of computer-assisted learning is unlimited, timely feedback and opportunities to use it.
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learners are often unclear about the specific goal of a task or lesson, so it is crucial to remind them about the goal and the criteria by which they should self-assess
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I recommend that all teachers videotape their own classes at least once a month. It was a transformative experience for me when I did it as a beginning teacher.
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research shows that less teaching plus more feedback is the key to achieving greater learning.
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Even if feedback is specific and accurate in the eyes of experts or bystanders, it is not of much value if the user cannot understand it or is overwhelmed by it.
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Adjusting our performance depends on not only receiving feedback but also having opportunities to use it.
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Clearly, performers can only adjust their performance successfully if the information fed back to them is stable, accurate, and trustworthy. In education, that means teachers have to be on the same page about what high-quality work is. Teachers need to look at student work together, becoming more consistent over time and formalizing their judgments in highly descriptive rubrics supported by anchor products and performances.
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Score student work in the fall and winter against spring standards, use more pre-and post-assessments to measure progress toward these standards, and do the item analysis to note what each student needs to work on for better future performance.
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Effective supervisors and coaches work hard to carefully observe and comment on what they observed, based on a clear statement of goals. That's why I always ask when visiting a class, "What would you like me to look for and perhaps count?"
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. Less teaching, more feedback. Less feedback that comes only from you, and more tangible feedback designed into the performance itself.
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how we are doing in our efforts to reach a goal.
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get another opportunity to receive and learn from the feedback.
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computer games
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quickly adapt
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ack, do you have some ideas about how to improve?" This approach will build greater autono
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ck, do you have some ideas about how to improve?" This approach will build greater autono
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Wiggins Advice, evaluation, grades-none of these provide the descriptive information that students need to reach their goals. What is true feedback-and how can it improve learning? Who would dispute the idea that feedback is a good thing? Both common sense and research make it clear: Formative assessment, consisting of lots of feedback and opportunities to use that feedback, enhances performance and achievement. Yet even John Hattie (2008), whose decades of research revealed that feedback was among the most powerful influences on achievement, acknowledges that he has "struggled to understand the concept" (p. 173). And many writings on the subject don't even attempt to define the term. To improve formative assessment practices among both teachers and assessment designers, we need to look more closely at just what feedback is-and isn't. -
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Texting With Teachers Keeps Students in Class -- THE Journal - 2 views
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While much of the deluge was back-and-forth banter on tardiness, homework, or grade anxiety, Campbell also began using the constant communiqués as a means to engage students in learning. He began texting a daily journal topic every morning and encouraged students to think about it before they came to class. So far, it's been largely effective, perhaps as a result of the psychology that makes cell phones so addictive for teens in the first place.
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"Everyone has a compulsion to read that text message when it bleeps, bings, chimes, or vibrates. No exceptions," Campbell has written of the program. "Sooner or later you have to open that text and read it. It's like captive-audience advertising, but for the good guys in education, rather than marketing."
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Nice article on reaching the less advantages and using technology to meet their needs. Teachers can engage students before they enter the classroom.
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Mrs Wobbles and the Tangerine House - 28 views
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First in a series of interactive stories, promotes literacy, for middle grade students 9-12. Story of Mrs. Wobbles, her magical foster care home, and the children who encounter her healing powers. CYOA-style.
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Why Schools Must Move Beyond One-to-One Computing | November Learning - 139 views
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I’m concerned that most one-to-one implementation strategies are based on the new tool as the focus of the program. Unless we break out of this limited vision that one-to-one computing is about the device, we are doomed to waste our resources.
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I don't think this idea applies to just 1 to 1 but many other school implementations. -
It is not the devices but the inability to create and implement standards that lead to 21st century skills. Too much buying stuff without expert advice and guidance.
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Then, teachers are instructed to go! But go where?
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VISION first! You have the device. You know how to access some cool interactive tools. But now what? This is the key!!
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I believe every student must have 24-7 access to the internet.
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it is a simplistic and short- sighted phrase that suggests if every student had a device and if every teacher were trained to use these devices, then student learning would rise automatically.
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Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.
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Let’s drop the phrase “one-to-one” and refer instead to “one-to- world.”
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The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.
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As soon as you shift from “one- to-one” to “one-to-world,” it changes the focus of staff development from technical training to understanding how to design assignments that are more empowering—and engage students in a learning community with 24-hour support
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Perhaps the weakest area of the typical one-to-one computing plan is the complete absence of leadership development for the administrative team
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Craft a clear vision of connecting all students to the world’s learning resources.
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Model the actions and behaviors they wish to see in their schools.
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Support the design of an ongoing and embedded staff development program that focuses on pedagogy as much as technology.
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Move in to the role of systems analyst to ensure that digital literacy is aligned with standards.
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Ensure that technology is seen not as another initiative, but as integral to curriculum.
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support risk- taking teachers
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creating cohorts of teachers across disciplines and grades who are working on innovative concepts
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Mathtrain.TV.
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how much responsibility of learning can we shift to our students
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How can we build capacity for all of our teachers to share best practices with colleagues in their school and around the world?
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How can we engage parents in new ways?
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How can we give students authentic work from around the world to prepare each of them to expand their personal boundaries of what they can accomplish?
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publishing their work to a global audience.