It used to be that the SAT was
distinguished from its
competitor the ACT by the fact
that the former was seen as
measuring aptitude and being
effectively un-coachable, while
the latter was a gauge of
achievement in learning.
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The Irascible Professor on "The SAT that isn't (the death of aptitude.)" - 2 views
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At the risk of sounding pejorative, I'd say that I was expecting the test to be a measure of who I was, while some of my fellow students and their parents treated it more as a test of how they could present themselves to admissions officers. And while I wouldn't suggest that people tend to think of it in these terms, I believe that the latter perception relies on the academically damaging belief that an individual student's capabilities need not matter to what goals he sets for himself. That perception leads people to believe that there is something inherently unfair about a test that you can't study for.
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And if after four years of high school they haven't developed much skill for reasoning, that's okay – they can take preparatory courses to learn how to fake it for an exam, and let that be their stepping stone toward academic accomplishment. As a society that values the promise of formal education more than the satisfaction of actual learning, we have precipitated the death of aptitude. We are afraid to acknowledge that it exists, because aptitude, whether the product of inborn talent or effective rearing, makes some people better suited than others for certain goals.
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Lori Gottlieb, writing in The Atlantic last year, claimed that child-rearing in the current generation has been excessively focused on preserving self-esteem. As an illustration of one symptom of this, Gottlieb quoted clinical psychologist Wendy Mogel as saying that parents are actually relieved to be told that their struggling children are learning disabled, so that today "every child is either learning disabled, gifted, or both – there's no curve left, no average." To claim a learning disability is the only way to set legitimate lower benchmarks for performance. Kids are never just bad at anything anymore, because that's seen as being more harmful to self-esteem.
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But my worries about the individual effects of the death of aptitude are dwarfed by my concern for its effect on the institutions of higher learning that those individuals are entering. College is not a one-directional relationship of dispensing knowledge to young people. The entire institution gains or loses value on the basis of what its students put into it. By telling students with low aptitude and low interest that they can, should, and must strive to accomplish the same things as their higher-achieving peers, I fear that we're saturating higher education with people who subtract value from their institutions by committing minimum effort and lowering whatever curve still exists for the measurement of performance.
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We all seem to agree that standards for college readiness need to improve, but you'll hear virtually no one asserting that when those standards are not met, the student ought to leave off college altogether, or to defer it until they have acquired, by sheer will or by natural intellectual growth, the aptitude to be successful at the proper level. Indeed, just as common in criticism of education is the sentiment that we must see to it that more children enter and complete college. But if those children don't have the aptitude to do so, the goal of improving college curriculum contradicts the goal of college-for-all.
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We can't keep pretending that there is no such thing as aptitude and that every child has equal cause to vie for the topmost positions of intellectual esteem. It does a disservice to the student and the school in kind.
EBSCOhost: A Social Network Can Be a Learning Network - 4 views
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shared by Roland Gesthuizen on 02 Jan 14
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Why Teachers Matter More in a Flipped Classroom - jonbergmann.com - 53 views
jonbergmann.com/rsmattermoreinflippedclassroom
flipclass teaching relationships personalisedlearning Internet education
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The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher to personalize and individualize the learning for each student. Each student gets his/her own education which is tailored to his/her needs. Instead of a one size fits all education-each student gets just what they need when they need it.
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shared by Jeremy Brueck on 26 Jul 13
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Closing in on Close Reading - 73 views
www.ascd.org/...osing-in-on-Close-Reading.aspx
Common Education reading literacy ELA Common Core CommonCore Close reading close_reading closereading
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Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately.
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If reading closely is the most effective way to achieve deep comprehension, then that's how we should teach students to read.
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But the teaching of reading veered significantly off track when those personal connections (also well represented on some high-stakes state assessments) began to dominate the teaching and testing of comprehension, often leaving the text itself a distant memory.
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the shift to teaching reading as a set of thinking strategies too often left readers with the notion that the text was simply a launching point for their musings, images that popped into their heads, and random questions that, in the end, did little to enhance their understanding of the text itself.
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The best thinkers do monitor and assess their thinking, but in the context of processing the thinking of others (Paul & Elder, 2008)
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The Mindset List: 2017 List - 89 views
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As their parents held them as infants, they may have wondered whether it was the baby or Windows 95 that had them more excited.
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As they slept safely in their cribs, the Oklahoma City bomber and the Unabomber were doing their deadly work.
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Portas abertaS: Lectura intensiva vs. Lectura extensiva - 0 views
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deducciones o lo que se deriva de una afirmación o de una idea se convierten en inferencias si el autor del texto no afirma tales cosas explícitamente.
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Creativity is rejected: Teachers and bosses don't value out-of-the-box thinking. - 47 views
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This is the thing about creativity that is rarely acknowledged: Most people don’t actually like it. Studies confirm what many creative people have suspected all along: People are biased against creative thinking, despite all of their insistence otherwise.
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Uncertainty is an inherent part of new ideas, and it’s also something that most people would do almost anything to avoid. People’s partiality toward certainty biases them against creative ideas and can interfere with their ability to even recognize creative ideas.
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Unfortunately, the place where our first creative ideas go to die is the place that should be most open to them—school. Studies show that teachers overwhelmingly discriminate against creative students, favoring their satisfier classmates who more readily follow directions and do what they’re told.
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It’s ironic that even as children are taught the accomplishments of the world’s most innovative minds, their own creativity is being squelched.
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All of this negativity isn’t easy to digest, and social rejection can be painful in some of the same ways physical pain hurts. But there is a glimmer of hope in all of this rejection. A Cornell study makes the case that social rejection is not actually bad for the creative process—and can even facilitate it.
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Truly creative ideas take a very long time to be accepted. The better the idea, the longer it might take.
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Most people agree that what distinguishes those who become famously creative is their resilience. While creativity at times is very rewarding, it is not about happiness. Staw says a successful creative person is someone “who can survive conformity pressures and be impervious to social pressure.”
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Colleges Can Still Save Themselves. Here's How. - Commentary - The Chronicle of Higher ... - 37 views
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disruption that technology has inflicted on the retail sector over the past decade is often used to illustrate what is about to happen in higher education.
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institutions rarely introduce the sometimes radical changes they need to make, because one group of constituents believes the sky will fall tomorrow anyway, while others refuse to acknowledge that this time is different.
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question is whether institutions will quicken their pace of change to lower their costs and better serve the changing educational needs of students and the global economy.
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moving away from a one-size-fits-all system, in which students largely follow the same calendar and curriculum on their way to collecting 120 credits for a bachelor's degree
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Now the data exist to track students, the classes they took, how they performed, and their outcomes after graduation—all of which can inform decisions.
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QR Stuff - QR Code Generator - 54 views
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easy to use QR code generator with a lot of options for different codes; suggestion by Gretchen Schroeder
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Print QR Codes Generate printable QR mobile phone-readable 2D barcodes containing a website URL, an email address, a phone number, a pre-formatted SMS message or just plain text to use as paper prints, DIY stickers, temporary tattoos or iron-on T-shirt transfers. Design A Custom QR Code T-Shirt Generate your own QR Code and then you and your code are sent to the Zazzle print-on-demand website to complete the selection of your shirt style, size and color for immediate purchase, printing and delivery direct to your door.
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Generate QR codes. Encode any text, such as poems, letters or short stories, website links, contact details... the list goes on. You can even choose the colour. They make great displays. All this is free, but you can also buy 'stuff' with a QR design printed on it.
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Common Core is a step forward in education - 17 views
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Common Core is a step in that direction, and in many ways it is a necessary condition for any number of education reforms. Don't fall for cheap conspiracies. It's a major step forward.
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shared by Tonya Thomas on 02 Feb 12
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Annie Murphy Paul: Your Morning Routine Is Making You Dull | TIME Ideas | TIME.com - 65 views
ideas.time.com/...outines-are-creativity-killers
annie murphy paul morning routine making time ideas com
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So what would our mornings look like if we re-engineered them in the interest of maximizing our creative problem-solving capacities? We’d set the alarm a few minutes early and lie awake in bed, following our thoughts where they lead (with a pen and paper nearby to jot down any evanescent inspirations.) We’d stand a little longer under the warm water of the shower, dismissing task-oriented thoughts (“What will I say at that 9 a.m. meeting?”) in favor of a few more minutes of mental dilation. We’d take some deep breaths during our commute, instead of succumbing to road rage. And once in the office — after we get that cup of coffee — we’d direct our computer browser not to the news of the day but to the funniest videos the web has to offer.
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Technology Integration Matrix - 171 views
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The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells.
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Neat visualization of stages of integration, with clear characteristics/descriptors.
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shared by Maureen Greenbaum on 02 Nov 13
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Calls from Washington for streamlined regulation and emerging models | Inside Higher Ed - 0 views
www.insidehighered.com/...regulation-and-emerging-models
higher ed higher regulation competency based innovation accreditation
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flow of federal financial aid to a wide range of course providers, some of which look nothing like colleges.
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give state regulators a new option to either act as accreditors or create their own accreditation systems.
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any new money for those emerging models would likely come out of the coffers of traditional colleges.
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cut back on red tape that prevents colleges from experimenting with ways to cut prices and boost student learning.
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regional accreditors are doing a fairly good job. They are under enormous pressure to keep “bad actors” at bay while also encouraging experimentation. And he said accreditors usually get it right.
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Andrew Kelly, however, likes Lee’s idea. Kelly, who is director of the American Enterprise Institute’s Center on Higher Education Reform, said it would create a credible alternative to the existing accreditation system, which the bill would leave intact.
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“Accreditation could also be available to specialized programs, individual courses, apprenticeships, professional credentialing and even competency-based tests,”
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broad, bipartisan agreement that federal aid policies have not kept pace with new approaches to higher education.
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expansion of competency-based education. And he said the federal rules governing financial aid make it hard for colleges to go big with those programs.
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accreditors is that they favor the status quo, in part because they are membership organizations of academics that essentially practice self-regulation.
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“The technology has reached the point where it really can improve learning,” he said, adding that “it can lower the costs.”
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changes to the existing accreditation system that might make it easier for competency-based and other emerging forms of online education to spread.
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offering competency-based degrees through a process called direct assessment, which is completely de-coupled from the credit-hour standard.
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shared by anonymous on 03 Dec 12
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5 Critical Mistakes Schools Make With iPads (And How To Correct Them) - From Tom on Edu... - 166 views
edtechteacher.org/...rect-them-from-tom-on-edudemic
iPad teaching education list edutech PD teachertraining EdTechTeacher
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technology needs to be — above everything else — in the service of learning. Administrators who fail to articulate the connection between iPads and learning often hamper their iPad initiative.
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Focusing on iPad-versus.-laptop comparisons stifles the ability to see how the iPad facilitates student-centered learning
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Simply handing a teacher an iPad in advance won’t serve to address these challenges when the school year starts
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Teachers need instruction on how to incorporate the devices into the learning process, which is quite different than trying out a few apps
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School administrators should be explaining to their constituents that the iPad supports essential skill areas — complex communication, new media literacy, creativity, and self-directed learning. Instead of focusing on the convenience of ebooks, they should instead be emphasizing the incredibly immersive and active learning environment the iPad engenders and the unprecedented opportunities to develop personalized, student-centered learning. They should highlight some of the beneficial consumption, curation, and creativity activities the iPad facilitates — as well as the student empowerment it inspires.
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"While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
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"While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. "
Diigo in Education - 108 views
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the Truth About Being a Hero - WSJ - 14 views
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We all want to be special, to stand out; there's nothing wrong with this. The irony is that every human being is special to start with, because we're unique to start with.
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n the military I could exercise the power of being automatically respected because of the medals on my chest, not because I had done anything right at the moment to earn that respect.
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"A lot of people have done a lot more and gotten a lot less, and a lot of people have done a lot less and gotten a lot more."
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I got my medals, in part, because I did brave acts, but also, in part, because the kids liked me and they spent time writing better eyewitness accounts than they would have written if they hadn't liked me
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The only people who will ever know the value of the ribbons on their chests are the people wearing them—and even they can fool themselves, in both directions.
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he whole assault ground to a halt, except for one kid named Niemi, who had sprinted forward when we came under the intense fire and disappeared up in front of us somewhere.
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alking to a group of us about when it was a platoon leader earned his pay. I knew, floating above that mess, that now that time had come. If I didn't get up and lead, we'd get wiped.
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I'm most proud of is that I simply stood up, in the middle of all that flying metal, and started up the hill all by myself.
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At this point I saw the missing kid, Niemi, pop his head up. He sprinted across the open top of the hill, all alone.
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He was a black kid, all tangled up in black-power politics, almost always angry and sullen. A troublemaker. Yet here he was, most of his body naked with only flapping rags left of his jungle utilities, begging for a rifle when he had a perfect excuse to just bury his head in the clay and quit. I gave him mine. I still had a pistol. He grabbed the rifle, stood up to his full height, fully exposing himself to all the fire, and simply blasted an entire magazine at the two soldiers in front of us, killing both of them. He then went charging into the fight, leaving me stunned for a moment. Why? Who was he doing this for? What is this thing in young men? We were beyond ourselves, beyond politics, beyond good and evil. This was transcendence.
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the only thing he could think to do was sprint across the open hilltop to see if he could find a place from which he could lay down fire to protect them.
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hen a kid I knew from Second Platoon, mainly because of his bad reputation, threw himself down beside me, half his clothes blown away. He was begging people for a rifle. His had been blown out of his hands.
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21 Rules for Social Media Engagement| The Committed Sardine - 30 views
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It’s the devices we employ, the intentions that motivate engagement, and the value we offer that dictate the significance of the brand-specific social graphs we weave. It’s a simple investment in either visibility or presence. In social media, just like in the real world, presence is felt.
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Establish and nurture beneficial relationships online and in the real world as long as doing so is important to your business.