Skip to main content

Home/ Diigo In Education/ Group items matching "teacher,education,Class" in title, tags, annotations or url

Group items matching
in title, tags, annotations or url

Sort By: Relevance | Date Filter: All | Bookmarks | Topics Simple Middle
10More

Who Makes the Rules in a Classroom? Seven Ideas About Rule-making - Teacher in a Strang... - 85 views

blogs.edweek.org/...n_ideas_about_rule-making.html education rules activity classroom Classroom Management
shared by Peter Beens on 20 Aug 12 - No Cached
  • What made collaborative rule-creation more effective in building a smoothly functioning class?
  • It never felt as if we were wrestling with the really important issues: Building a functioning community. Safety. Personal dignity. Kindness. Order. Academic integrity. Democracy.
  • No matter what rules you put on paper, your most important job is role-modeling those practices, not enforcing them
  • ...6 more annotations...
  • On the other hand, do give clear instructions about what kids don't know. What to do when a tornado is spotted
  • You're shooting for influence, not control
  • Rules shouldn't restate the obvious. "No cheating" is a stupid rule. "Bring a pencil to class" is a silly rule.
  • Integrity helps build community. The most important directives in democratic classrooms are around ethical practices: A clear definition of cheating, understood by all students, in the digital age
  • Carrots and sticks are temporary nudges toward desirable behavior at best, but ultimately destructive
  • We want kids to behave appropriately because they understand that there are rewards for everyone in a civil, well-managed school.
  • Peter Beens on 20 Aug 12
     
    Some guidelines for involving students in the creation of the class rules. 
10More

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 2 views

www.ascd.org/...ning_with_Blogs_and_Wikis.aspx blogging education professionaldevelopment
shared by cwozniak Wozniak on 05 Apr 09 - Cached
  • What makes professional development even more frustrating to practitioners is that most of the programs we are exposed to are drawn directly from the latest craze sweeping the business world. In the past 10 years, countless schools have read Who Moved My Cheese?, studied The Seven Habits of Highly Effective People, learned to have "Crucial Conversations," and tried to move "from Good to Great."
  • With the investment of a bit of time and effort, I've found a group of writers to follow who expose me to more interesting ideas in one day than I've been exposed to in the past 10 years of costly professional development. Professional growth for me starts with 20 minutes of blog browsing each morning, sifting through the thoughts of practitioners whom I might never have been able to learn from otherwise and considering how their work translates into what I do with students.
  • This learning has been uniquely authentic, driven by personal interests and connected to classroom realities. Blogs have introduced a measure of differentiation and challenge to my professional learning plan that had long been missing. I wrestle over the characteristics of effective professional development with Patrick Higgins (http://chalkdust101.wordpress.com) and the elements of high-quality instruction for middle grades students with Dina Strasser (http://theline.edublogs.org). Scott McLeod (www.dangerouslyirrelevant.org) forces me to think about driving school change from the system level; and Nancy Flanagan (http://teacherleaders.typepad.com/teacher_in_a_strange_land) helps me understand the connections between education policy and classroom practice. John Holland (http://circle-time.blogspot.com) and Larry Ferlazzo, Brian Crosby, and Alice Mercer (http://inpractice.edublogs.org) open my eyes to the challenges of working in high-needs communities.
  • ...6 more annotations...
  • That's when I introduce them to RSS (Really Simple Syndication) feed readers.
  • If you're not sure where to begin, explore the blogs that I've organized in my professional Pageflake at www.pageflakes.com/wferriter/16618841. I read these blogs all the time. Some leave me challenged. Some leave me angry. Some leave me jazzed. All leave me energized and ready to learn more. School leaders may be interested in the collection of blogs at www.pageflakes.com/wferriter/23697456.
  • A power shift is underway and a tough new business rule is emerging: Harness the new collaboration or perish. Those who fail to grasp this will find themselves ever more isolated—cut off from the networks that are sharing, adapting, and updating knowledge to create value. (Kindle location 268–271)
  • The few moments
  • Technology has made it easy for educators to embrace continual professional development.
  • knowledge is readily available for free
  • cwozniak Wozniak on 05 Apr 09
     
    Learning with blogs and wikis.
5More

Education Week: Interpretations Differ on Common Core's Nonfiction Rule - 0 views

www.edweek.org/...19nonfiction_ep.h32.html Common_Core literature standards english_classroom curriculum
shared by Brianna Crowley on 31 Jan 13 - No Cached
  • Ideally, she said, teachers are working in cross-disciplinary teams to decide how to balance those shared responsibilities in a solid curriculum.
  • And Ms. Highfill has not found the guidance on shared, cross-curricular responsibility to be translating into classroom reality. In her district, she said, "there still seems to be more of a focus on English teachers' using nonfiction in classrooms than the other content areas stepping up to the plate."
  • such titles are meant for classes other than English, and seeing them as texts that displace works like The Catcher in the Rye takes titles out of context and ignores the messages of the standards document as a whole.
  • ...2 more annotations...
  • teachers and local administrators are the ones who must decide how to share responsibility for the increased emphasis on nonfiction. "If a lot of good, close reading of high-quality, challenging texts is going on in science and history classes," she said, "then English/language arts teachers need to carry less of that responsibility."
  • It is English/language arts teachers who will be held accountable for the results, which will drive what happens in their classrooms week to week, he said.
9More

Shift to the Future: What Kids Say About Blogging - 6 views

www.shift2future.com/...t-kids-say-about-blogging.html
shared by anonymous on 17 Jan 13 - No Cached
    • anonymous
      anonymous on 17 Jan 13
       
      Writing becomes authentic and important because it is something that a 'real' audience is going to see!
  • The cool thing about this is that family members can far more easily be involved in her learning and in providing regular feedback than they could be if her writing was only contained in the traditional paper journal.
    • anonymous
      anonymous on 17 Jan 13
       
      What an easy way to have parental involvement!  This would solve some of that issue of parents not knowing what their children are doing at school or what is going on when the child gets older and more close-lipped.
  • ...5 more annotations...
    • anonymous
      anonymous on 17 Jan 13
       
      Don't we ALL benefit from somebody interacting with us and commenting on our thinking?
  • Grandparents and other relatives rarely have an opportunity to observe or see what their grandchildren are doing in school. The student blogs also allows them to be a part of our classroom community.
    • anonymous
      anonymous on 17 Jan 13
       
      What a wonderful way to connect to folks who are outside the realm of the classroom but still have an interest and care about the student!  :)
    • anonymous
      anonymous on 17 Jan 13
       
      Looked at this class blog.  Wouldn't this be a wonderful exercise?  The teacher could blog, the students could blog on personal level but also have a class blog which is a place for inspiration for writing exercises (thinking like a language arts/writing/reading teacher here) when students don't have their own inspiration/focus for creative writing.   This blog would also be a great place to steal ideas!  :)
    • anonymous
      anonymous on 17 Jan 13
       
      When I visit with teachers and suggest they have students create a web site or blog as an educational tool, often the teacher will tell me he/she doesn't have time to read/monitor that.  However, most teachers have students complete writing assignments and turn them in for a grade - lab reports, essays, reports, etc.  So, wouldn't this also be a way for students to create such assignments?
    • anonymous
      anonymous on 17 Jan 13
       
      This article shows the versatility of the 3rd grade students' blogs - one reported on planet studied, one on animal, etc.  So, it wouldn't have to just be a place for creative writing/online writer's notebook!
1More

How to Use Leveled Readers in the Classroom: Teaching Tips for Reading Teachers - 35 views

www.brighthub.com/...71264.aspx to how use leveled readers reading classroom teach
shared by Jonathan Wylie on 14 May 10 - Cached
  • Jonathan Wylie on 14 May 10
     
    Leveled readers can be used for more than just guided reading. If teachers are flexible and willing to try to get the most out of their resources, they will find new ways to use their leveled readers that they may not have thought of before. Paired reading, independent reading and the Accelerated Reading program are just some of the great way that teachers can use these readers in class.
1More

Teachers Roadmap to The Use of Twitter in Education - 2 views

www.educatorstechnology.com/...dmap-to-use-of-twitter-in.html twitter education teachers via:packrati.us
shared by dmassicg on 19 Nov 12 - No Cached
  • There are several ways we can use Twitter in education and here is briefly a set of  some of the most important ones that you need to keep in your mind while using this social network. Hold after class discussions Create an online community of students Ask questions relevant to course materials Start backchannel talks  Create a classroom hashtag Use it for class announcements Get feedback from students Share interesting online materials Pass on information about events Have a Twitter account for each class Reward participation Integrate Twitter into Syllabus
4More

Twiducate - Social Networking & Media For Schools :: Education 2.0 - 116 views

www.twiducate.com news resources review tools
shared by Liz Peters on 29 Jan 11 - Cached
  •  Are you a teacher? Sign up now. It's free!   As a teacher you create a network for you and your students. Share inspiration, ideas, readings, thoughts Post discussions, deadlines, homework Embed pictures, links and video Keep parent
    • Adam DeWitt
      Adam DeWitt on 29 Jan 11
       
      test
  • Martin Burrett on 07 Jul 11
     
    Twitter-like website for educators and children to use as a class or school. Embed text, images, videos, links and even Google Docs files. The site has a live chat functure open to just the class. http://ictmagic.wikispaces.com/ICT+&+Web+Tools
  • Liz Peters on 07 Aug 12
     
    What other people are saying: By Jennifer Alman for the Emergent Technologies in a collaborative class at Full Sail University. Features and benefits of using Twiducate for collaboration in an educational setting. Are you a teacher? Sign up now. It's simple and free!twiducate is the perfect solution for elementary and secondary students.
10More

PLN Challenge: How do I organize? | What Else -- - 51 views

whatelse.edublogs.org/...ln-challenge-how-do-i-organize tools organize ebchallenge #ebshare challenge PLN diigo MSP 2011 web2.0
shared by Sheri Edwards on 26 Jun 11 - No Cached
  • easy as your ABCs
  • Add a highlight to a webpage
  • Comment in the webpage and in the description box about what you learned.
  • ...6 more annotations...
  • Bookmark to Diigo (into a group and/or list).
  • research sharing. Each class has their own private group, and we have one group for all our classes. And I belong to several groups, including Classroom 20, Diigo in Education , and EdTechTalk. I’ve created a group for the Teacher Challenges, called “ebchallenge” if you decide to join Diigo. That way, our new PLN we are building can share resources with each other.
  • certain topics, specific tools (like Google Apps).
  • Now that I’ve got you thinking, Diigo has a free and premium version — and teachers should apply for the education version. My language arts students use Diigo for research, note-taking, and writing feedback and
  • t that is just for Tools — Animoto, Wallwish, etc. I also may put how-to pages there, or in my How-To List. I have lists for lessons,
  • Comment in the webpage using the Sticky Note feature and in the description box about what you learned when you click bookmark. Save.
  • Sheri Edwards on 26 Jun 11
     
    Introduction to Diigo and group for sharing resources with our edublog challenge PLN
8More

The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 148 views

www.thedailyriff.com/...ped-class-conversation-689.php
shared by Seth Mitchell on 26 Jun 11 - No Cached
Jennifer Diaz liked it
  • The traditional definition of a flipped class is:Where videos take the place of direct instructionThis then allows students to get individual time in class to work with their teacher on key learning activities.It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.
    • trisha_poole
      trisha_poole on 26 Jun 11
       
      Providing blended learning experiences for internal students.
  • The Flipped Classroom is NOT:
    • trisha_poole
      trisha_poole on 26 Jun 11
       
      Great! It's not an "easy" way out of teaching or reducing the workload - it's all about engaging the learners in the process of learning and providing more opportunities (affordances) for this learning to occur.
  • The Flipped Classroom IS:
  • ...1 more annotation...
  • A blending of direct instruction with constructivist learning.
    • Seth Mitchell
      Seth Mitchell on 03 Apr 14
       
      This is often overlooked.  The content should serve authentic application of skills, not itself.
  • trisha_poole on 26 Jun 11
     
    A good post about what a flipped classroom is and what it can be. It outlines what it is not, as well. Good basic introduction to flipped classrooms.
1More

Ploys for Boys by @mikeyambrose - 25 views

ukedchat.com/...ploys-boys behaviour management behaviour boys boys education
shared by Martin Burrett on 31 Jan 18 - No Cached
  • Martin Burrett on 31 Jan 18
     
    "With 20 years' teaching experience in a wide variety of schools, I've frequently encountered staff who despair at the behaviour of boys in their classes. Frankly, I love teaching boys, and perhaps my experiences as a P.E. teacher, often teaching single-sex groups, prepared me well for managing the classroom behaviours of boys. Perhaps being (at the very least) a cheeky student myself, frequently preferring attention-seeking behaviours to concentrating in class, I am able to relate to much of what is seen in classes every day. Or maybe I was just under-stimulated and over-confident. Regardless of the circumstances, I certainly have some successful strategies for teaching boys and am happy to share them. So here are my tips on improving behaviour, engagement and outcomes for boys."
20More

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx teaching text complexity literacy
shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
27More

Contemplating the consequences of Constructivism - The Learner's Way - 21 views

thelearnersway.net/...consequences-of-constructivism constructivism teaching learning
shared by Rafael Morales_Gamboa on 10 Sep 17 - No Cached
  • learning is a process which occurs within the mind of the individual as they process stimuli arriving from their sensory buffer from their environment (broadly speaking), into working memory and onward into long-term memory. 
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      The emphasis does not have to be on the individual, as is common. The social group learns by means of individual, but joined and synchronized, learning.
  • self-guided learning or self-initiated learning
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Not in the case of social constructivism.
  • what is significant
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      To others...
  • ...11 more annotations...
  • independent practice
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      and social practice
  • the research on what produces effective learning supports this
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Of course, that depends on what exactly is evaluated.
  • This desire is evident when we expect our learners to be scientists, historians, geographers, researchers and problem solvers/finders.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      As well as critical citizens.
  • We teach the skills of inquiry, problem solving and experimentation and then provide opportunities for independent practice.
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Can you imagine anything a better explanation of "knowledge transfer"?
  • we have previously instructed them in
  • The gradual release of responsibility model of instruction suggests that cognitive work should shift slowly and intentionally from teacher modeling, to joint responsibility between teachers and students, to independent practice and application by the learner
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      Does not sounds like the classroom is empty? Classmates? Who cares about them?
  • It is not always the case that learning is best served when the process begins with direct instruction.
  • Schools provide a rich environment within which such learning may occur
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      It is not always the case, and I would rather say that is not often the case, if our cultural legacy that depicts the school in literature and films.
  • best model can be to begin with an independent exploration of new content even when this produces failure
  • schools maximise their impact on the learning that occurs
  • constructivism urges teachers to ensure that the learner is at least as involved in the process as their teachers are
    • Rafael Morales_Gamboa
      Rafael Morales_Gamboa on 11 Sep 17
       
      I would call that "teacher-centred constructivism".
  • Nigel Coutts on 10 Sep 17
     
    Constructivism is one of those ideas we throw around in educational circles without stopping to think about what we mean by it. They are the terms that have multiple meanings, are at once highly technical and common usage and are likely to cause debate and disagreements. Constructivism in particular carries a quantity of baggage with it. It is a term that is appropriated by supporters of educational approaches that are in stark contrast to the opposing view; constructivism vs didactic methods or direct instruction. The question is what are the origins of constructivism and does a belief in this as an approach to understanding learning necessitate an abandonment of direct instruction or is this a false dichotomy?
3More

The Most Audacious 'Class' I've Ever Seen - Blog - HappySteve - 27 views

www.happysteve.com/...cious-class-ive-ever-seen.html class blog education teaching pedagogy
shared by Roland Gesthuizen on 12 Feb 12 - No Cached
  • We use a 'landscape/frame/gateway' approach that overlays freedom and agency onto a sophisticated curated learning landscape that takes 100s of hours to set up. 
  • Audacious. 180 kids, 1 space, NO TEACHERS. They put precautionary measures in place. No gap in duty-of-care. But: one huge risk. An audacious risk. Step back. Create space. Allow agency. Truth is, for the rest of the year it will be: 180 kids, 6 to 8 teachers, 1 space, and a virtual learning platform to rival the Khan Academy.
  • Roland Gesthuizen on 12 Feb 12
     
    Lookk, before you do anything, just watch this footage. Then, optionally, read my waffle. But watch this footage. As jaw-dropping to me as any TED talk. Try to spot the teacher. OHHHH there aren't any. Yet the kids are working in synchronicity. WHY? HOW? Answer this, and you've cracked the paradigm-change nut we're smack-bang in the middle of:
3More

Information Investigator 3 by Carl Heine on Prezi - 101 views

prezi.com/...information-investigator-3 21cif Information fluency selflearning self-paced online learning research
shared by Dennis OConnor on 30 Sep 11 - No Cached
  • Dennis OConnor on 30 Sep 11
     
    What if every student (and educator) was a good online researcher?  I know, you don't have the time to teach information fluency skills.  What if you could get a significant advance is skills with just a 2 -3  hour time commitment?  Here's a great Prezi 'fly by" of the new Information Investigator 3.1 online self paced class.  Watch the presentation carefully to find the link to a free code to take the class for evaluation purposes. 
  • edi campell on 01 Oct 11
     
    Of course you could always have you school librarian/media specialist teach information skills to your students! That's what they do!
  • Dennis OConnor on 01 Oct 11
     
    I couldn't agree more. Library Media Specialists, especially when they can collaborate with classroom teachers, are the best resource for teaching these skills. However the problem of access to a Librarian and the issue of scale are real barriers. I've been creating content for Librarians for a decade. They are the best! You'll find years of free resources at: http://21cif.com This resource will help them reach more students. We had 1000 teens take this course at the Center for Talent Development. It really does work. We're hoping to reach teachers and librarians everywhere so we can pass along the skills and the opportunity. If American education was marginally rational there would be professionally staffed library media centers in every school. Since that isn't the case, I hope Internet based resources can keep the lights on for a new generation that really needs information fluency.
10More

Views: What's High School For? - Inside Higher Ed - 35 views

www.insidehighered.com/...sharfman dual enrollment concurrent enrollment
shared by D. S. Koelling on 04 Jan 11 - No Cached
  • In theory, dual enrollment enables high school students to accrue college credits for very little cost and imbues them with a sense of confidence that they can complete college work. If students can succeed in college classes while still in high school, conventional wisdom holds, they will be more likely to matriculate at the postsecondary level.
  • In reality, though, dual enrollment may do more harm than good.
  • The problem is that high school is not college and completion of a dual enrollment high school class is not always a guarantee that students have learned the material.
  • ...6 more annotations...
  • As a result, classes that used to be termed “college-prep” are now seen as college proper.
  • In practice, however, courses covered in a high school setting on a high school calendar are often vastly different in practice.
  • This is not a criticism of high school teachers. Many are excellent educators and care deeply about students. But they often teach more classes than college faculty do, have myriad extracurricular responsibilities, and lack the requisite training that enables college faculty to introduce best practices in the field. In contrast, college faculty members expect a higher level of work from students, including having them study independently, write in the discipline and be exposed to the latest research. They are less likely to offer extra credit, or evaluate students based on an inflated high school norm.
  • High school students, especially sophomores and juniors, are not like college students. A collection of 15-, 16-, and 17-year-olds are normally at a different stage of intellectual and moral development than are college students. Treating a high school student like a college student does not always do them a favor.
  • This student, as a sophomore in high school, earned a “C” in a “college” English course, which exempts her from our basic English 111 College Writing class. Even though her ACT score indicates her writing skills are deficient, we are limited in what we can do. Like many students who have already passed a “college” class, she thinks she already has the necessary writing skills to be successful in college. We know she very likely does not. Our willingness to increase student access by accepting transfer credit means that, without taking this student’s credits away, we cannot help her with her writing. Instead, by virtue of an average performance as a high school sophomore, this student will be placed into college classes for which she is unprepared.
  • Most colleges willingly accept credits from like institutions because we trust that our courses are equivalent and that our faculty are credentialed. I doubt that same trust applies to high schools. The best service a high school can provide is to prepare students for college, not substitute for it.
  • D. S. Koelling on 04 Jan 11
     
    High school dual enrollment programs may not be helping students succeed in college.
7More

Teaching: Prepare and Connect | U.S. Department of Education - 35 views

www.ed.gov/...teaching-prepare-and-connect
shared by Lisa Gorhum on 30 Aug 11 - No Cached
  • As a result, the technology of everyday life has moved well beyond what educators are taught to and regularly use to support student learning.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think that this is what we are talking about when we say "digital native." I think that are studnets know so much more than we do that it is often difficult to know where to start.
    • Lisa Gorhum
      Lisa Gorhum on 17 Sep 11
       
      I'm wondering why businesses, especially, don't recognize that teachers do not have the latest and greatest technological tools and work to provide those materials for students who will eventually become members of the workforce.
  • In connected teaching, individual educators also create their own online learning communities consisting of their students and their students' peers; fellow educators in their schools, libraries, and after-school programs; professional experts in various disciplines around the world; members of community organizations that serve students in the hours they are not in school; and parents who desire greater participation in their children's education.
  • The most effective educators connect to young people's developing social and emotional core (Ladson-Billings 2009; Villegas and Lucas 2002) by offering opportunities for creativity and self-expression.
  • ...2 more annotations...
  • Parents or members of other partner institutions can log in for a virtual tour through a class project or contribute materials to the environment.
  • Connected teaching also enables our education system to augment the expertise and competencies of specialized and exceptional educators
6More

How Tech Will Transform the Traditional Classroom| The Committed Sardine - 3 views

www.fluency21.com/blogpost.cfm technology_integration
shared by Elizabeth Resnick on 17 Apr 12 - No Cached
  • While it may seem obvious, all the iPads in the world are useless without fast WiFi and plenty of power outlets. What’s more, many schools forget that teachers need their own iPads, and must become avid users, too. Speirs reminds educators, “You have to think through how it is to actually live with this device.” Finally, Speirs cautions teachers not to be intimidated by parent and faculty expectations, to gradually introduce the iPad rather than rushing in. Teachers and school administrators may wish to refer to Ruben Puentedura’s excellent argument for tech in education and to the NMC Horizon Report. And look for inspiration in existing iPad pilots.
  • While it may seem obvious, all the iPads in the world are useless without fast WiFi and plenty of power outlets.
  • For instance, one might suggest that more efficient classrooms through the use of technology could allow for a shortened or staggered school day to serve more, smaller classes. But, according to Brovey, “It is difficult for us to imagine a school structure where [class time] becomes more fluid.”
  • ...2 more annotations...
  • Twitter is the undisputed channel for everything from breaking news to political and cultural debates. How long can schools block access to it before they become completely irrelevant? The important thing when deciding school online policies, says Brovey, is that “you have to show that you’re exercising due diligence.”
  • allow teachers to bypass those filters, and to have a simple, fast whitelisting process, ideally from the page that appears when a user visits a blocked site.
  • Elizabeth Resnick on 17 Apr 12
     
    good apps list but leaves out Reflection: show your iPad/phone on the Mac screen.
1More

Grouping students into ability-based sets holds back less able pupils - 18 views

ukedchat.com/...grouping-students-ability setting pupils ability
shared by Martin Burrett on 26 Mar 18 - No Cached
  • Martin Burrett on 26 Mar 18
     
    "Students classed as less able are being hindered by being grouped into ability-based sets, according to new research published today in the Cambridge Journal of Education. Teachers' expectations of pupils in lower sets, which are based on their prior academic record and closely tied to the belief that their behaviour will be more challenging, could instil a damaging 'culture of dependency' on teachers among these groups."
18More

Educational Leadership:Faces of Poverty:Boosting Achievement by Pursuing Diversity - 19 views

www.ascd.org/...ent-by-Pursuing-Diversity.aspx poverty
shared by Matt Renwick on 02 May 13 - No Cached
    • Matt Renwick
      Matt Renwick on 02 May 13
       
      This is a critical point. Allowing middle class families to pick and choose where there kids should go without valid reasons (i.e. work) can hurt high poverty schools.
    • Matt Renwick
      Matt Renwick on 02 May 13
       
      Have we?
  • Residential poverty tends to be concentrated, and successful school integration requires either a district with enough socioeconomic diversity within its boundaries or a group of neighboring districts which, when combined, have enough diversity to facilitate an interdistrict integration plan.
  • ...15 more annotations...
  • A weighted lottery is the simplest way for schools to ensure that they enroll a diverse student body while still relying on choice-based enrollment.
    • Matt Renwick
      Matt Renwick on 02 May 13
       
      A possible solution?
  • ndividual success stories and a review of research suggest that it is possible, by offering all students a single challenging curriculum, to reduce the achievement gap without harming the highest achievers (Burris, Wiley, Welner, & Murphy, 2008; Rui, 2009).
  • In the middle grades, students at City Neighbors start their day with half an hour of highly specialized, small-group instruction called intensive. Intensive provides an opportunity for extra support or enrichment in different subjects, allowing teachers to meet different students' needs while still teaching most of the academic time in mixed-ability classrooms.
    • Matt Renwick
      Matt Renwick on 02 May 13
       
      Sounds like an intervention block, something many buildings have or are looking at.
  • small but growing number of schools are attempting to boost the achievement of low-income students by shifting enrollment to place more low-income students in mixed-income schools. Socioeconomic integration is an effective way to tap into the academic benefits of having high-achieving peers, an engaged community of parents, and high-quality teachers.
  • A 2010 meta-analysis found that students of all socioeconomic statuses, races, ethnicities, and grade levels were likely to have higher mathematics performance if they attended socioeconomically and racially integrated schools (Mickelson & Bottia, 2010).
  • Research supporting socioeconomic integration goes back to the famous Coleman Report, which found that the strongest school-related predictor of student achievement was the socioeconomic composition of the student body (Coleman et al., 1966).
  • nd results of the 2011 National Assessment of Educational Progress in mathematics show steady increases in low-income 4th graders' average scores as the percentage of poor students in their school decreases (U.S. Department of Education, 2011).
  • a number of studies have found that the relationship between student outcomes and the socioeconomic composition of schools is strong even after controlling for some of these factors, using more nuanced measures of socioeconomic status, or comparing outcomes for students randomly assigned to schools (Reid, 2012; Schwartz, 2012).
  • Rumberger and Palardy (2005) found that the socioeconomic composition of the school was as strong a predictor of student outcomes as students' own socioeconomic status.
  • Socioeconomic integration is a win-win situation: Low-income students' performance rises; all students receive the cognitive benefits of a diverse learning environment (Antonio et al., 2004; Phillips, Rodosky, Muñoz, & Larsen, 2009); and middle-class students' performance seems to be unaffected up to a certain level of integration.
  • A recent meta-analysis found "growing but still inconclusive evidence" that the achievement of more advantaged students was not harmed by desegregation policies (Harris, 2008, p. 563).
  • he findings suggested that, more than a precise threshold, what mattered in these schools was maintaining a critical mass of middle-class families, which promoted a culture of high expectations, safety, and community support.
  • istricts have chosen to let school boundaries reflect or even amplify residential segregation.
3More

ScienceDirect.com - Teaching and Teacher Education - In search of the essence of a good... - 51 views

www.sciencedirect.com.ezproxy.cqu.edu.au/...S0742051X03001185
shared by Rose Whittingham on 23 Feb 13 - No Cached
    • Rose Whittingham
      Rose Whittingham on 23 Feb 13
       
      And this is what I have the most issues with. I have an active disdain for the "transfer of knowledge" model and want to inspire staff and students to focus on the SKILLS, which I believe are the indicators of lifelong learning and a valuable education experience.
  • self-concepts are extremely resistant to change, even in the light of facts that clearly contradict them (Swann, 1992).
  • Stated more positively, with more balance between the various levels, the teacher will experience less inner and outer frictions. Ideally, there is a complete “alignment” of the levels, which means that the teacher's behavior, competencies, beliefs, identity and mission together form one coherent whole matching the environment.
« First ‹ Previous 81 - 100 of 249 Next › Last »
Showing 20▼ items per page