Over the last twenty years, technology
has reorganized how we live, how we communicate, and how we learn.
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Research in the Digital Age - 97 views
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Teaching technology requires an understanding of how to evaluate a website. This website provides 10+ search engines and a unique collection of fake websites along with the tools and resources teachers need to teach students how to effectively evaluate a webpage.
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shared by Sydney Lacey on 26 Mar 14
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Marzano Center - Education and Evaluation Resources - 43 views
www.marzanocenter.com/Teacher-Evaluation-Resources
marzano strategies evaluation leadership common core instruction
shared by Sydney Lacey on 26 Mar 14
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shared by Sydney Lacey on 26 Feb 14
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Times-Union Reporters On The Publication Of Individual State Teacher Scores | WJCT NEWS - 21 views
news.wjct.org/...ndividual-state-teacher-scores
accountability teacher evaluation VAM value-added model radio news
shared by Sydney Lacey on 26 Feb 14
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Jacksonville newspaper The Florida Times-Union wins the battle with FLDOE over the release of state's teacher evaluation scores which use the value-added model (VAM) to determine teacher effectiveness. Link to an approx. 12 minute radio broadcast of a public radio show - First Coast Connect - on WJCT Stereo 90.
How to Use Student Evaluations Wisely | Vitae - 43 views
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shared by Christophe Gigon on 09 Dec 08
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elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views
www.elearnspace.org/...connectivism.htm
connectivism MEMOIRE learning elearning theory collaboration technology community
shared by Christophe Gigon on 09 Dec 08
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I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct. -
Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way. -
With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged. -
Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
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Information development was slow.
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Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
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Informal learning is a significant aspect of our learning experience.
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Learning is a continual process, lasting for a lifetime.
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Technology is altering (rewiring) our brains.
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Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
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Principles of connectivism:
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Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
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The organization and the individual are both learning organisms.
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Classrooms which emulate the “fuzziness”
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So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
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If new learning approaches are required, then why are we still being evaluated in a linear way?
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John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
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The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
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Knowledge is growing exponentially
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amount of knowledge
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is doubling every 18 months
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To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
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(the understanding of where to find knowledge needed).
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know-where
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learning
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a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
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Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
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The ability to synthesize and recognize connections and patterns is a valuable skill.
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knowledge is no longer acquired in the linear manner
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What is the impact of chaos as a complex pattern recognition process on learning
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An entirely new approach is needed.
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Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
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Meaning-making and forming connections between specialized communities are important activities.
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Chaos, as a science, recognizes the connection of everything to everything.
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If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
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principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
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Connections between disparate ideas and fields can create new innovations.
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Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
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decisions are based on rapidly altering foundations
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The ability to draw distinctions between important and unimportant information is vital.
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Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
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The health of the learning ecology of the organization depends on effective nurturing of information flow.
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This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
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This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
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Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
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An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
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As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
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Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
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learning is no longer an internal, individualistic activity
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learning is no longer an internal, individualistic activity
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Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views
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One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
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As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
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The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
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Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
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revision shouldn't be the first of the seven elements to work on
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When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
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I believe in the power of collaboration and study teams,
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Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
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Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
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My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
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In a perfect world, following my workshop,
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follow-up tools.
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I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
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By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
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During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
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I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
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The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
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I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
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If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
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"It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
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Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
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it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
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Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
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Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
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Now, let's talk differentiation:
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The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
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the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
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Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
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Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
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"Trying to get better at all seven elements at once doesn't work;
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strive to make my workshops more about "make and take,
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Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
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Exactly What The Common Core Standards Say About Technology - 129 views
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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.
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Evaluate the advantages and disadvantages of using different mediums
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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.
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Make strategic use of digital media
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Publishing
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Collaboration
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Evaluation
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Integration is a matter of design, and produces considerable cognitive load on a learner.
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Social media professional learning networks (PLN) from linkedin to twitter, facebook to even pinterest, can be dominated by education technology discussion rather than broader concerns of how people learn , likely because those educators tending towards technology are on these digital networks to begin with.
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rather requires learners to make complex decisions about how, when, and why to use technology–something educators must do as well.
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"@POUSDSupt: Exactly What The Common Core Standards Say About Technology http://t.co/WTRFq2LUTt via @zite #ccss #edtech" Nicely presented. -
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Enhancing Critical-Thinking Skills in Children: Tips for Parents - Duke Gifted Letter - 55 views
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Are in-depth group discussions provided during class time? Are students coached to question their thinking processes and those of their classmates? Are students afforded opportunities to evaluate their progress regularly? Are students encouraged to pose questions regularly in class? Are students provided with guides to help them reflect on their thinking (such as Bloom’s Taxonomy)? Do class projects engage students in analysis, synthesis, and evaluation? Are students given opportunities to consider various opinions and to justify their own beliefs?
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Table 1 Bloom's Cognitive Taxonomy Competence Description Question/Prompt Knowledge Dates, events, formulas, other facts When did the United States become an independent country from England? What is the formula for area? Comprehension Recognize meaning, sequence, events, interpret information, compare ideas, make inferences, predict ideas What is the author's purpose? How are these numbers related? Is water of sunshine more critical to plant life? Human life? Application Use of information and concepts to solve problems Using your knowledge of calories and your physical makeup, calculate how much energy you must exert to lose three pounds per month. Demonstrate your understanding of how to create a Web site. Analysis Recognize patterns, parts, components Considering the stock market, examine which investments were the most lucrative this quarter. Organize these games by level of difficulty. Synthesis Use of information to create a new system, generalize, draw conclusions When did the United States become an independent country from England? What is the formula for area? Evaluation Assess concepts, weigh opinions for subjectivity, select items, judge Which type of dog would be best suited for your family, given your lifestyle and housing? Which local newspaper is written the most objectively?
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RADCAB - Steps for Online Information Evaluation - 44 views
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RADCAB Rubric - Information Evaluation Assessment Tool A critical thinking assessment tool for online information.
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shared by Melissa Enderle on 15 Nov 10
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Image Forensics : Error Level Analysis - 90 views
errorlevelanalysis.com
photography image analysis internet evaluation cybersafety photoshop graphics
shared by Melissa Enderle on 15 Nov 10
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Submit the URL of a JPEG image to this site and it instantly highlights possible alterations, helping determining authenticity of an image. Great tool for teaching about internet evaluation.
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Imagining College Without Grades :: Inside Higher Ed :: Higher Education's Source for N... - 0 views
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A professor who tells his students that “grades are the death of composition.” Another said: “Grades create a facade of coherence.”
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Interesting. I agree. I wish that we didn't have to grade student writing and could just give written or oral feedback. I love the "facade of coherence" comment.
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politically impossible
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grades were squelching intellectual curiosity.
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growing use of e-portfolios
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I like portfolios for demonstrating learning, but I haven't learned how to effectively integrate them into my own classroom.
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most professors and students are much more likely to complain about grading than to praise its accuracy or value.
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Done right, she said, eliminating grades promotes rigor.
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the elimination of grades — if they are replaced with narrative evaluations, rubrics, and clear learning goals — results in more accountability and better ways for a colleges to measure the success not only of students but of its academic programs.
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This strikes me intuitively as correct. Grades are a substitute for thoughful assessment of learning outcomes, not an equivalent to it.
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the idea of consistent and clear grading just doesn’t reflect the mobility of students
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Absolutely. My own institution, Dickinson College, sends ~70% of its students abroad for at least a semester, and most often a year. I have experience in education in different national contexts, and grading conventions simply do not translate.
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ending grades can mean much more work for both students and faculty members.
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Aye, there's the rub. Those of us who are serious about learning - students and faculty - have to recognize that better learning is more work. On the other hand, it's more fun, too.
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When faculty members are providing written, detailed analyses of multiple course objectives and are also — for majors — relating performance to larger goals for the major, so much more is taking place she said, than in a letter grade.
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the training that colleges provide to professors before they start producing narrative evaluations, and officials of the no-grades colleges all said that training was extensive, and that faculty members needed mentors as they started out.
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they end up favoring the evaluation system
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This is the point. Users have to be educated in the advantages of the system - once they have been, they are likely to favor it over grading.
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Evaluating the iPad for Education -- Campus Technology - 79 views
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Grading New York Teachers - When the Formulas Lie - NYTimes.com - 48 views
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NYT article about the dangers of using a mathematical model to evaluate teachers.
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Florida DOE - Marzano Evaluation - 66 views
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I wonder when someone will match the process with the statistics just to watch it crash and burn.
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shared by trisha_poole on 22 Mar 11
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Evaluating Your Portfolio - 93 views
www2.uwstout.edu/...portevaluatiorubric.html
eportfolio portfolio education evaluate assessment rubric resources
shared by trisha_poole on 22 Mar 11
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Why are there so many poor evaluations of ICT use in education? | A World Bank Blog on ... - 1 views
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iowaonlinelearning - Teaching Standards - 27 views
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Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)
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AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t
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