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Alfonso Gonzalez

Finland Education System Is Very Laid Back, And Totally Working - 59 views

    • Alfonso Gonzalez
       
      Seems like Finland is still at it. So much we learn from them but the education system here in the US just isn't flexible enough to make enough change to do what is better for kids. Our system is too focused on standardized test scores and accountability and separate subjects.
Maureen Greenbaum

How about no grades for classwork? It might happen in some North Texas classrooms this fall | | Dallas Morning News - 52 views

  • One idea brought up by several speakers this year is a hybrid grades-free way of evaluating students. In each case, it included a high-bar pass/fail approach to class assignments, with a final, more regular grade for the entire semester. One of the speakers who presented what he called a “Not Yet” grade was “digital ethnographer” Michael Wesch, a professor at Kansas State University. That’s his photo at the top. He told the crowd that they had to inspire “wonder” in their students in order to get them to learn as much as possible. Some key quotes from him: “Low standards/high stakes are the opposite of what you want.”
  • “The new divide will be between those with wonder and curiosity and those without.”
  • Keynote speaker George Couros is a what’s called a “division principal” back home in Canada. He’s a blogger and author who is all about encouraging creativity and change in public education with an emphasis on taking advantage of digital tools. He told the conference that that it’s foolish to deny students use of their smartphones and other digital tools in the classroom — and even on exams. In 2015, being able to figure out what information is relevant is more important than memorization when most facts are a click away, he said.
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  • “The world only cares what you can do with what you know,” Couros said. He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response: “If I can look up the answers to the questions on your test on Google, your questions suck.”
  • Students get assignments, of course. And they are expected to complete them. In fact, they are required to master them. So kids who might have been happy to get the equivalent of a C on an assignment in another classroom would be required to work at it until they hit the level defined as “mastery.” And the teachers keep track of whether the students have succeeded, whether they’re turning work in on time and whether they are responding to feedback.
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    "The new divide will be between those with wonder and curiosity and those without." "The world only cares what you can do with what you know," Couros said. He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response: "If I can look up the answers to the questions on your test on Google, your questions suck."
John Howell

The Path to Digital Citizenship | Edutopia - 55 views

  • adults and students alike now share a platform for consuming and authoring information like our society has never seen
  • So how do we integrate standards and skillsets that prepare our K-12 students for an interconnected, digital world that can often be incendiary and hurtful?
    • John Howell
       
      We've had many of these learning experiences already this year 2013-14.  It's certainly a good starting point for students.
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  • hey still need to know how to play nicely together, share, not tease or say hurtful things -- and they need to transfer these offline skills to a digital space as well. In short, students must understand that there should be no difference between how they act online and how they act offline.
  • we must continue our mission of educating students, not solely on academic merits, but on ethical merits as well. Promote and model good uses of digital spaces in your classroom and school. Building a culture of digital health and wellness across a school district will insure that our students carry out the missions posted on our walls.
Maureen Greenbaum

SNHU: How Paul LeBlanc's tiny school has become a giant of higher education. - 1 views

  • Students are referred to as “customers.”
  • t deploys data analytics for everything from anticipating future demand to figuring out which students are most likely to stumble.
  • “Public institutions will not see increasing state funding and private colleges will not see ever-rising tuition.”
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  • tackle what colleges were doing poorly: graduating students. Half the students who enroll in post-secondary education never get a degree but still accumulate debt
  • school spends millions to employ more than 160 “admissions counselors” who man the phones, especially on weekends, guiding prospective students into the right degree program
  • vast majority are working adults, many with families, whose lives rarely align with an academic timetable.
  • “College is designed in every way for that 20 percent—cost, time, scheduling, everything,” says LeBlanc. He set out to create an institution for the other 80 percent, one that was flexible and offered a seamless online experience
  • low completion rate can be blamed partly on the fact that college is still designed for 18-year-olds who are signing up for an immersive, four-year experience replete with football games and beer-drinking. But those traditional students make up only 20 percent of the post-secondary population.
  • online courses are created centrally and then farmed out to a small army of adjuncts hired for as little as $2,200 a class. Those adjuncts have scant leeway in crafting the learning experience.
  • An instructor’s main job is to swoop in when a student is in trouble. Often, they don’t pick up the warning signs themselves. Instead, SNHU’s predictive analytics platform plays watchdog, sending up a red flag to an instructor when a student hasn’t logged on recently or has spent too much time on an assignment
  • highly standardized courses, and adjuncts who act more like coaches than professors
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    The Amazon of Higher Education- How tiny, struggling Southern New Hampshire University has become a behemoth.
Michele Rosen

Learning to Give - 16 views

shared by Michele Rosen on 13 Jul 11 - Cached
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    Great resource for primary resources and philanthropy.
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    Browse more than 1,600 lessons for k-12 classrooms, each coded to state standards.
Margaret FalerSweany

More Than Half of Students 'Engaged' in School, Says Poll - Education Week - 46 views

  • A broad focus on testing and new standards can lead schools to neglect the individualized needs of students,
  • unless U.S. schools can better align learning strategies and objectives with fundamental aspects of human nature, they will always struggle to help students achieve their full potential
  • Researchers classified 31 percent of teachers as “engaged” at work under that index, compared with 30 percent of respondents overall. But, among all occupations tracked in the survey, teachers were the least likely to say that their opinions counted at work.
Matt Renwick

Why Is Innovation So Hard? - 47 views

  • How does innovation occur?  Through an inefficient process of ideation, exploration, and experimentation.
  • we create new value by combining seemingly unrelated things or ideas in new ways, transferring something from one environment to another, or finding new insights in patterns or aberrations. Innovative ideas rarely emerge from an “aha!” moment. Instead, they usually arise from thinking differently than we normally think and from learning.
  • we are highly efficient, fast, reflexive thinkers who seek to confirm what we already know.
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  • we are cognitively blind to disconfirming data and challenging ideas.
  • To innovate, people have to take their normal thinking to a much higher level. Most of us have to be taught how to do that.
  • Fear of failure, fear of looking bad, and fear of losing our job if we make mistakes all can lead to what Chris Argyris called “defensive reasoning”: the tendency to defend what we believe. This makes it hard to get outside of ourselves in order to “think out of the box.”
  • most organizations exist to produce predictable, reliable, standardized results. In those environments, mistakes and failures are bad.
  • To innovate, you must simultaneously tolerate mistakes and insist on operational excellence.
  • Humility, empathy, and the devaluation of hierarchical rank were critical to making this new culture work.
kfeldhau

Transformation in Education - 12 views

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    "What Is Transformational In Your Educational Vision?      Part of the challenge in educational reform is that not everyone defines learning or education the same way.  Sure, we all refer to things such as literacy, college and career ready, 21st century skills, etc.        However, what is the core purpose of one's education?  Beyond specifics related to employment skills, literacy skills and standards mastery, I offer up this idea: Education is meant to transform one's life.  In other words, education has to dramatically, or even radically, transform the person into a new, improved person that is more emotionally, socially, and intellectually ready for any challenge the world has to offer."
Sharin Tebo

High School Graduates Feel Unprepared For College and Work, Survey Finds - College Bound - Education Week - 44 views

  • 5. Have an assessment late in high school so students can find out what they need for college (77 percent.)
    • Sharin Tebo
       
      What kind of assessment? I mean, if it is a standardized test, does that really help students prepare for life, whether college-bound or not? 
  • So, how can high schools better serve students and bridge this divide? Respondents' top suggestions for change: 1. Provide opportunities for real-world learning (90 percent);
  • A recent survey of public high school graduates finds about half feel they are unprepared for life after high school and most would have worked harder if they had realized the expectations of college and the workplace.
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    I'm not so sure that I believe that less than 1,500 graduates nationwide over the span of just three graduating classes is exactly representative of all high school grads in America, but at least it was conducted by a nonprofit and not one of our education deformer companies or a textbook publisher. Also, isn't a certain amount of laissez-faire attitude a normal teenage brain condition? "I wish I'd paid more attention in high school" was a major theme of conversation at *my* 20 year high school reunion last year (did I just date myself)  BUT I did feel better prepared in study skills and habits, perhaps because in 1993 we weren't so test-centered. Just sayin' Thanks for sharing!
Estefania Fernandez Rabanetti

Educator Resources - 71 views

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    Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.
Don Robinson

Formative and Summative Assessment in the Classroom - 5 views

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    When a comprehensive assessment program at the classroom level balances student achievement information derived from both summative and formative assessment sources, a fuller picture of where a student is relative to established learning targets and standards emerges."> This is a cached version of http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx. Diigo.com has no relation to the site.position:absolute;right:20px;top:5px;color
zamartin313

What Is Successful Technology Integration? | Edutopia - 26 views

  • Project-Based Activities Incorporating Technology
  • Game-Based Learning and Assessment
Marti Pike

No Grading, More Learning - 29 views

  • Each week, two students led a discussion in class on the week's readings and ideas -- and those students determined whether or not their fellow students had met the standards.
    • Marti Pike
       
      What is the antecedent of those?
  • she believes students did more work under this system
  • writing (she read every word, even while not assigning grades) was better than the norm.
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  • less jargon
  • thesaurus-itis
  • While the students are ending up with As, many of them are doing so only because they redid assignments that were judged not sufficient to the task on the first try
  • didn't complain,
  • They reworked their essays,
  • "peer pressure
  • changed the dynamic from "a single teaching-student interaction to multiple teacher-student/student-student interactions
  • equal plane."
  • I wanted to give the feedback." But reducing the feedback to a letter grade? "It's intellectually stultifying.
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