Early this year, Mr. Chetty and five other researchers set out to fill this void. They examined the life paths of almost 12,000 children who had been part of a well-known education experiment in Tennessee in the 1980s. The children are now about 30, well started on their adult lives.
Group items matching
in title, tags, annotations or url
2More
Economic Scene - Study Rethinks Importance of Kindergarten Teachers - NYTimes.com - 19 views
-
-
Just as in other studies, the Tennessee experiment found that some teachers were able to help students learn vastly more than other teachers. And just as in other studies, the effect largely disappeared by junior high, based on test scores. Yet when Mr. Chetty and his colleagues took another look at the students in adulthood, they discovered that the legacy of kindergarten had re-emerged.
3More
(Re)Marking upon #ProfChat - 11 views
-
-
VCUOLE It appears that many students (graduate, undergraduate, professional) are oriented towards receiving answers rather than engaging in exploration. Would the 'curiosity cultivating' learning technologies provide a frustrating experience for such students? -
Possibly, but who says frustration is not a learning experience? The old adage "Give a man a fish and you feed him for a day, teach him how to fish and you feed him for a lifetime" comes to mind. Teach a student to be intellectually and technologically curious and you've given them tools for success long after they've left your tutelage. vcuole
-
-
The challenges and opportunities confronting higher education pedagogy will not be adequately addressed by platforms designed to provide answers
1More
Revisiting Digital Natives, Digital Immigrants - 66 views
-
In 2001 Marc Prensky divided the world into two broad groups, Digital Natives and Digital Immigrants. His idea struck a chord with popular culture and has become a dominant paradigm in education. Given the core concept remains a feature of educational dialogues it is worth re-visiting and seeing how the idea might evolve to better serve our needs and understandings of how people born after the internet, learn with and think about, technology.
12More
From Internet to Gutenberg 1996 - 30 views
-
remember books. Books challenge and improve memory
-
(The book will kill the cathedral, alphabet will kill images).
-
During the sixties, Marshall McLuhan wrote his The Gutenberg Galaxy, where he announced that the linear way of thinking instaured by the invention of the press, was on the verge of being substituted by a more global way of perceiving and understanding through the TV images or other kinds of electronic device
- ...8 more annotations...
-
the computer has become, first of all, an alphabetic instrument
-
These same teen-agers, if by chance they want to program their own home computer, must know, or learn, logical procedures and algorithms, and must type words and numbers on a keyboard, at a great speed. In this sense one can say that the computer made us to return to a Gutenberg Galaxy.
-
Today the concept of literacy comprises many media. An enlightened policy of literacy must take into account the possibilities of all of these media. Educational preoccupation must be extended to the whole of media.
-
Images have, so to speak, a sort of Platonic power: they transform individuals into general idea
-
who will receive pre-fabricated images and therefore prefabricated definitions of the world, without any power to critically choose the kind of information they receive, and those who know how to deal with the computer, who will be able to select and to elaborate information.
-
This will re-establish the cultural division which existed at the time of Claude Frollo, between those who were able to read manuscripts, and therefore to critically deal with religious, scientifical or philosophical matters, and those who were only educated by the images of the cathedral, selected and produced by their masters, the literate few.
-
With a hypertext, instead, I can navigate through the whole encyclopedia. I can connect an event registered at the beginning with a series of similar events disseminated all along the text, I can compare the beginning with the end, I can ask for the list of all the words beginning by A, I can ask for all the cases in which the name of Napoleon is linked with the one of Kant, I can compare the dates of their birth and death - in short, I can do my job in few seconds or few minutes.
-
Even if it were true that today visual communication overwhelms written communication, the problem is not to oppose written to visual communication. The problem is how to improve both.
7More
Is Google Making Us Stupid? - Magazine - The Atlantic - 48 views
-
-
-
-
I think we forget to ADD our knowledge to the "great database" in the sky. Maybe our curriculum needs more of this?
-
-
Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes
- ...2 more annotations...
-
media are not just passive channels of information. They supply the stuff of thought, but they also shape the process of thought
-
chipping away my capacity for concentration and contemplation
-
Another challenge and another reason to totally re-haul the way curriculum is developed and delivered.
-
-
""Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?" So the supercomputer HAL pleads with the implacable astronaut Dave Bowman in a famous and weirdly poignant scene toward the end of Stanley Kubrick's 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial " brain. "Dave, my mind is going," HAL says, forlornly. "I can feel it. I can feel it." "
1More
Quality digital tools and services enhance the student experience, boost recruitment ef... - 9 views
-
Dive Brief: Implementing new technologies can yield challenges for students, faculty and other campus users that are not accustomed to these tools, especially if instruction on their use is "nebulous and frustrating," writes Eric Stoller, a student affairs and technology blogger for Inside Higher Ed. Stoller suggests institutions provide quality customer service around digital services, and pressure "old-guard" technology companies to provide systems that meet or exceed users' expectations or aligning themselves with "solutions/providers with less built-in corporate rigidity." He also advises that institutions' marketing teams and communications offices make sure that digital services like campus mobile apps make sense for their students' preferred user experiences, so that the technologies enhance the overall student experience and boost branding and recruitment efforts.
73More
Gun Culture Is My Culture. And I Fear for What It Has Become. - The New York Times - 15 views
-
-
Very clear imagery. He opens the essay with his personal anecdote to set the scene for this discussion. It also lets the reader know right away that he is a gun owner.
-
-
What I was doing was perfectly legal. In North Carolina, long-gun transfers by private sellers require no background checks.
-
-
Should this be changed to prevent criminals from buying guns from private sellers? How is something this dangerous allowed to take place?
-
- ...70 more annotations...
-
so long as the buyer has a purchase permit or a concealed-carry license.
-
I felt uneasy
-
He liked the rifle. I needed the cash. We shook hands, and off we went.
-
There is rarely a moment when I’m not within reach of a firearm.
-
We don’t touch the guns or draw them from their holsters. They are unseen and unspoken of, but always there.
-
Rarely do we mention what we carry
-
I didn’t know what I was doing, but I knew the rules: Always assume a firearm is loaded. Always keep the gun pointed in a safe direction. Know your target and what’s beyond it.
-
Guns were often a bridge between father and son.
-
or my family, guns had always been a means of putting food on the table. My father never owned a handgun. He kept nothing for home defense.
-
had a gun put to my head
-
I can remember that
-
steel
-
I can remember
-
In the end, what happened was swept under the rug. My parents said the school was probably trying to keep the story off the news.
-
surrounded myself with the people I did as a form of protection.
-
I dropped to the ground as gunfire rang from a car at a bonfire party.
-
I pushed friends behind the brick foundation of a house as a shootout erupted over pills. There were times when someone could have easily been shot and killed.
-
his service weapon pushed into the base of my skull.
-
I stood there trembling while they apologized.
-
Jackson County
-
I found a community that reminded me of my grandmother, where folks still kept big gardens and canned the vegetables they grew. They still filled the freezer with meat taken by rod and rifle — trout and turkey, dove and rabbit, deer, bear, anything in season.
-
hared passion for wilderness and time spent in the field with gun in hand.
-
Those types of things are rare now, even in places like Appalachia.
-
A few weeks later, the boy took that .30-30 lever action into the field and killed his first deer with it — the same as his uncle, his grandfather and great-grandfather.
-
centuries of experience gathered around the campfire each night
-
the .308 blew apart the morning.
-
There is a sadness that only hunters know, a moment when lament overshadows any desire for celebration
-
Life is sustained by death
-
the killing is not easy, nor should it be.
-
would feed me for a year
-
I asked if there was anything I could’ve done differently to make him more comfortable when he first approached the truck.
-
He smiled and told me: “But this is South Carolina. Most every car I pull over has a gun.”
-
As I headed toward the mountains, all I could think about was Philando Castile,
-
situation was re
-
All I could think about was how things might have been different if the
-
versed and that young black state trooper with braces had been behind the wheel, a white trooper cautiously approaching the car.
-
It was impossible not to recognize how gun culture reeks of privilege.
-
Ruger 10/22s and Marlin Model 60s, the .22LRs
-
-
This guy knows his guns. Even though his essay doesn't cite research, you can see his ethos through his personal experience and his use of precise jargon.
-
-
There were always guns, but nothing like the assault weapons that line the shelves today.
-
firearms whose sole purpose would be to take human life if I were left with no other choice.
-
I’ve witnessed how quickly a moment can turn to a matter of life and death. I live in a region where 911 calls might not bring blue lights for an hour. Whether it’s preparation or paranoia, I plan for worst-case scenarios and trust no one but myself for my survival.
-
they joke about the minute hand of the doomsday clock inching closer to midnight.
-
as they wait for the end of the world.
-
they own them because they’re fun at the range and affordable to shoot. They use the rifles for punching paper, a few for shooting coyotes. E
-
step as close to Title II of the federal Gun Control Act as legally possible without the red tape and paperwork. They fire bullets into Tannerite targets that blow pumpkins into the sky.
-
None of them see a connection between the weapons they own and the shootings at Sandy Hook, San Bernardino, Aurora, Orlando, Las Vegas, Parkland. They see mug shots of James Holmes, Omar Mateen, Stephen Paddock, Nikolas Cruz — “crazier than a shithouse rat,” they say. “If it hadn’t been that rifle, he’d have done it with something else.”
-
-
-
They fear that what starts as an assault-weapons ban will snowball into an attack on everything in the safe.
-
I understand what’s at stake
-
I think about that boy picking up that AR in Cabela’s, and I’m torn between the culture I grew up with and how that culture has devolved.
-
changes I know must come, changes to what types of firearms line the shelves and to the background checks and ownership requirements needed to carry one out the door.
-
an unrelenting fear of what could be lost
-
a subsistence culture already threatened by the loss of public land, rising costs and a widening rural-urban divide; the right of individuals to protect their own lives and the lives of their families.
-
He cut a look in my direction as if I’d absolutely lost my mind.
-
I’d be fine with an assault-weapons ban
-
question is irrelevant, that the reason doesn’t supersede the right.
-
Despite everything we have in common, despite the fact that he’s my best friend and we were going squirrel hunting in a few days, the two of us fundamentally disagree
-
As sad as it is to say, the silence is easier
-
there were kids on the television in the background, high school survivors who were willing to say what we are not, and I was ashamed.
-
ne of those pretty, late-winter days with bluebird skies when the trees are still naked on the mountains and you can see every shadow and contour of the landscape.
-
The muzzle was pointed in our direction. Ashley was terrified.
-
The truth is, there are guns I feel justified in owning and guns I feel belong on battlefields.
-
I know that part of what they’re missing or refusing to acknowledge is how fear ushered in this shift in gun culture over the past two decades.
-
Fear is the factor no one wants to address — fear of criminals, fear of terrorists, fear of the government’s turning tyrannical and, perhaps more than anything else, fear of one another.
-
I recognize this, because I recognize my own and I recognize that despite all I know and believe I can’t seem to overcome it.
-
I don’t buy into that only-way-to-stop-a-bad-guy-with-a-gun-is-a-good-guy-with-a-gun bravado.
-
I have no visions of being a hero. Instead, I find myself looking for where I’d run, asking myself what I would get behind. The gun is the last resort. It’s the final option when all else is exhausted.
-
we walked, I could feel the pistol holstered on my side, the weight of my gun tugging at my belt. The fear was lessened by knowing that there was a round chambered, that all it would take is the downward push of a safety and the short pull of a trigger for that bullet to breathe. I felt safer knowing that gun was there.
-
-
How does fear drive so many of us to distrust and hate our fellow Americans? How does the Gun Lobby and the NRA use this fear to their advantage? What role does fear play in racial prejudice? How do we combat and address this fear?
-
12More
Ms. Kelly's Music Class - 1 views
-
Google Classroom page
-
Google Classroom page
-
CLICK HERE!
- ...9 more annotations...
-
March 30-April 3
-
For example (to the tune of Bohemian Rhapsody)Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
-
Is this the real life?Maybe just allergies?Caught in a lockdownNo escape from the familyDon't touch your eyes, Just hand sanitize quickly!
-
For example (to the tune of Bohemian Rhapsody)
-
Each week I will post a fun activity to try if you would like. Anyone in the school can complete the task! Send your final product to Ms. Kelly: meghan.kelly@springsschool.org and a winner will be chosen and featured on my website!YOUR TASK: Create a "Parody" of a song that describes what is happening right now in the world. Take a song and re-write the words to talk about social-distancing/ staying at home/however you are feeling. Make a video of you singing, dancing, and send the words and video to Ms. Kelly. One winner will be chosen. Good luck!
-
No escape from th
-
family
-
Maybe just allergies?
-
aught in a lockdown
15More
islt9440 - Group 7: Diigo for Education - About diigo.com - 86 views
-
Diigo highlighting tool allows the teacher or student to highlight in an article or a web page
-
The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
-
About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.comDiigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with similar interests and follow specific people and sites. Teachers can register for an educator account that allows a teacher to create accounts for an entire class. In an education account, students are automatically set up as a Diigo group which allows for easy sharing of documents, pictures, videos, and articles with only your class group. There are also pre-set privacy settings so only the teacher and classmates can see the bookmarks and communications. This is a great way to ensure that your students and their comments are kept private from the rest of the Internet community. Diigo is a great tool for teachers to use to have students interact with material and to share that interaction with classmates. Best Practices for using Diigo tools Tagging Tool Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students. This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.Highlighting Tool Diigo highlighting tool allows the teacher or student to highlight in an article or a web page . 1The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points. Sticky Notes Tool The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students. Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading. Students could use sticky notes to peer edit and make comments on other student's work through Google docs. These are just a few ideas of how to apply the diigo tools to your teaching practices. Both students and teachers benefit form using these tools. The variety of uses or practices give both groups a hands on way of dealing with text while making it more efficient. Bookmark/Snapsho
- ...10 more annotations...
-
islt9440 - Group 7: Diigo for Education guest · Join · Help · Sign In · Join this Wiki Recent Changes Manage Wiki Group 7 Project HomeDiigo RSS FeedsSample Lesson Plans Social Studies Spanish Math (Functions) Math (Geometry) Collaboration Pages Collaboration Home Job Assignments Project Info Lesson Plan Ideas About diigo.com page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion history notify me Protected Details last edit by cmh459 Sunday, 7:53 pm - 36 revisions Tags none About diigo.com Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark and tag websites. Users are also able to highlight information and put sticky notes directly on the webpage as you are reading it. Your notes can be public which allows other users to view and comment on your notes and add their own or it can be private. Sites can be saved and stored for later reading and commenting. Users can also join groups with si
-
Diigo or Digest of Internet Information, Groups and Other stuff is a social bookmarking site that allows its users to bookmark
-
and tag websites
-
Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
-
The key concepts or vocabulary words could be highlighted to check for understanding
-
Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding
-
Diigo highlighting tool allows the teacher or student to highlight in an article or a web page. The key concepts or vocabulary words could be highlighted to check for understanding. Some students have problems determining what should be highlighted in an article or passage. Teachers could use this tool to demonstrate how to correctly highlight and find the key points.
-
Diigo highlighting tool allows the teacher or student to highlight in an article or a web page.
-
Teachers or students can tag a website that they want to bookmark for future reference. Teachers can research websites or articles that they want their students to view on a certain topic and tag them for the students.This tool is nice when researching a certain topic. The teacher can tag the websites that the students should use eliminating the extra time of searching for the sites that would be useful and appropriate for the project.
-
The sticky note tool is a great addition to the tools of diigo. Students may add sticky notes to a passage as they are reading it. The sticky notes could be used to make notes or ask questions by the students.Teachers could postition the sticky notes in the passage for students to respond to various ideas as they are reading.Students could use sticky notes to peer edit and make comments on other student's work through Google docs.
-
-
My group for my grad class, "Learning with the Internet" created this wiki about using and implementing Diigo in the classroom.
14More
How diplomas based on skill acquisition, not credits earned, could change education - T... - 15 views
-
a new teaching approach here called “proficiency-based education” that was inspired by a 2012 state law.
-
law requires that by 2021, students graduating from Maine high schools must show they have mastered specific skills to earn a high school diploma.
-
CompetencyWorks, a national organization t
- ...11 more annotations...
-
By 2021, schools must offer diplomas based students reaching proficiency in the four core academic subject areas: English, math, science and social studies. By 2025, four additional subject areas will be included: a second language, the arts, health and physical education.
-
proficiency-based idea has also created headaches at some schools for teachers trying to monitor students’ individual progress.
-
Students have more flexibility to learn at their own pace and teachers get time to provide extra help for students who need it
-
It wasn’t for lack of trying,” Bowen said. “It was a systems design problem.”
-
offer students clarity about what they have to learn and how they are expected to demonstrate they’ve learned it.
-
at schools that have embraced the new system, teachers say they are finding that struggling students are seeing the biggest gains because teachers are given more time to re-teach skills and students better understand the parameters for earning a diploma.
-
Deciding to believe that all students are capable of learning all of the standards, she said, “was scary.”
-
Multiple-choice questions have virtually disappeared. Homework is checked, but not graded.
-
students get less than a proficient score, they must go back and study the skill they missed. They are then given a chance to retake the relevant portions of the test until they earn a satisfactory score.
-
We inherited a structure for schooling that was based on time and on philosophical beliefs that learning would be distributed across a bell curve,
-
get crystal clear about what we want students to know and be able to do and then how to measure it.”