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Roland Gesthuizen

Lewisville's texting-in-class program gets thumbs-up from teachers, students | Dallas-Fort Worth Communities - News for Dallas, Texas - The Dallas Morning News - 57 views

  • After they finished answering the question about the Kashmir conflict via their smartphones and other devices, Harris’ students said the technology allows them to share more information and exchange ideas with each other.
  • being able to use technology you’ve grown up with just feels natural. “It fits in with what we’re doing at home,”
  •  
    While the Lewisville school district still restricts regular cellphone use in the classroom, the policy is being loosened to allow the program to be used by the school's teachers when they feel that technology would enhance learning.
Oscar Tapara

Statemnent:Your Employment in a Job Not Covered by Social Security - 21 views

  •  
    Dallas ISD's Job not covered by SS.SS
David Hochheiser

Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views

    • David Hochheiser
       
      Terribly generalized.  
  • treated accordingly.
    • David Hochheiser
       
      Mistreated accordingly.
  • ...22 more annotations...
  • Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
  • public schools have done away with "tracking"
  • deemed low achievers or of low cognitive ability?
  • Jonathan Kozol brought accusations against a system they found racist and sadistic.
    • David Hochheiser
       
      He condemns a lot more than the eduction system.  His approach to reform is much more like Finland's, holistic.
  • to restore equity to
    • David Hochheiser
       
      As if it ever existed?!
    • David Hochheiser
       
      This is an essential issue.  Are we doing it well?
  • Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
    • David Hochheiser
       
      I never knew that equality had such a nasty undertone to it.
  • -- a practice viewed by many in the education establishment as synonymous with tracking
    • David Hochheiser
       
      It is "tracking." I'm not sure what his point is here.
  • Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
    • David Hochheiser
       
      Again, a nasty generalization.  Not only that, but the following practices he cites aren't products of heterogeneous grouping.  
  • In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
    • David Hochheiser
       
      Now he's just not making sense.
  • Dallas Independent School District
    • David Hochheiser
       
      Ed research from Texas??  They want to teach evolution in science classes.
  • The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
    • David Hochheiser
       
      Is this a for or against grouping statement?
  • this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
    • David Hochheiser
       
      Practices do not support this assertion.  Upward trajectory is very limited.
  •  
    "Mark Bowden on Being in the Slow Kids' Class"
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.
  • ...2 more annotations...
  • “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.
  •  
    "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."
Matt Renwick

Bush Institute study says principals need better support | Dallas Morning News - 21 views

  • Effective principals need clear goals, a culture of support and enough leeway to make decisions
  • 25 percent of a school’s impact
  • communication and respect
  • ...3 more annotations...
  • culture of collective responsibility
  • avoid the one-size-fits-all mandates
  • disconnect exists between what is helpful and what is required
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