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anonymous

Alfie Kohn, Trouble with Rubrics, English Journal, March 2006 - 0 views

www.alfiekohn.org/...rubrics.htm

grades assessment thinking risk taking learning wisdom

shared by anonymous on 15 Jul 09 - Cached
  • anonymous on 15 Jul 09
     
    *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.
  • ...6 more comments...
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm quoted on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.
  • anonymous on 15 Jul 09
     
    http://www.alfiekohn.org/teaching/rubrics.htm downloaded on 7.15.09 *...research shows three reliable effects when students are graded: They tend to think less deeply, avoid taking risks, and lose interest in the learning itself. *Rubrics are, above all, a tool to promote standardization, to turn teachers into grading machines or at least allow them to pretend that what they're doing is exact and objective. *As long as the rubric is only one of several sources, as long as it doesn't drive the instruction, it could conceivably play a constructive role. *students whose attention is relentlessly focused on how well they're doing often become less engaged with what they're doing. *What all this means is that improving the design of rubrics, or inventing our own, won't solve the problem because the problem is inherent to the very idea of rubrics and the goals they serve. *Neither we nor our assessment strategies can be simultaneously devoted to helping all students improve and to sorting them into winners and losers. *We have to reassess the whole enterprise of assessment, the goal being to make sure it's consistent with the reason we decided to go into teaching in the first place.
anonymous

The Case for Working With Your Hands - NYTimes.com - 0 views

www.nytimes.com/...24labor-t.html

learning teaching culture

shared by anonymous on 21 Jul 09 - Cached
  • anonymous on 21 Jul 09
     
    7.21.09 * The Princeton economist Alan Blinder argues that the crucial distinction in the emerging labor market is not between those with more or less education, but between those whose services can be delivered over a wire and those who must do their work in person or on site. * A gifted young person who chooses to become a mechanic rather than to accumulate academic credentials is viewed as eccentric, if not self-destructive. * As I sat in my K Street office, Fred's life as an independent tradesman gave me an image that I kept coming back to: someone who really knows what he is doing, losing himself in work that is genuinely useful and has a certain integrity to it. * It would probably be impossible to do such work in isolation, without access to a collective historical memory; you have to be embedded in a community of mechanic-antiquarians. * Good diagnosis requires attentiveness to the machine, almost a conversation with it.... * The regularity of the cubicles made me feel I had found a place in the order of things. I was to be a knowledge worker. * A good job requires a field of action where you can put your best capacities to work and see an effect in the world. Academic credentials do not guarantee this. * In the boardrooms of Wall Street and the corridors of Pennsylvania Avenue, I don't think you'll see a yellow sign that says "Think Safety!" as you do on job sites and in many repair shops, no doubt because those who sit on the swivel chairs tend to live remote from the consequences of the decisions they make. * Our peripheral vision is perhaps recovering, allowing us to consider the full range of lives worth choosing. For anyone who feels ill suited by disposition to spend his days sitting in an office, the question of what a good job looks like is now wide open.
anonymous

Web Squared: Web 2.0 Five Years On: Web 2.0 Summit 2009 - 0 views

www.web2summit.com/...10194

web2.0 oreilly squared culture

shared by anonymous on 21 Jul 09 - Cached
  • anonymous on 21 Jul 09
     
    7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *
  • ...3 more comments...
  • anonymous on 21 Jul 09
     
    7.21.09 * ...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. * ...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. * ...successful network applications are systems for harnessing collective intelligence. * The question before us is this: Is the Web getting smarter as it grows up? * The Web is growing up, and we are all its collective parents. * Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. * The Net is getting smarter faster than you might think. * The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. * All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. * In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them. * Data analysis, visualization, and other techniques for seeing patterns in data are going to be an increasingly valuable skillset. Employers take notice. * Anyone who searches Twitter on a trending topic has to be struck by the message: "See what's happening right now" followed, a few moments later by "42 more results since you started searching. Refresh to see them." * Businesses must learn to harness real-time data as key signals that inform a far more efficient feedback loop for product development, customer service, and resource allocation. * But 2009 marks a pivot point in the history of the Web. It's time to leverage the true power of the platform we've built. The Web is no longer an industry unto itself - the Web is now the world. * ...we must take the Web to an
  • anonymous on 21 Jul 09
     
    7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more.
  • anonymous on 21 Jul 09
     
    7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence.
  • anonymous on 21 Jul 09
     
    7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence. *The question before us is this: Is the Web getting smarter as it grows up? *The Web is growing up, and we are all its collective parents. *Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. *The Net is getting smarter faster than you might think. *The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. *All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. *In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them.
  • anonymous on 21 Jul 09
     
    7.21.09 *...Web Squared. 1990-2004 was the match being struck; 2005-2009 was the fuse; and 2010 will be the explosion. *...we're constantly asked about "Web 3.0." Is it the semantic web? The sentient web? Is it the social web? The mobile web? Is it some form of virtual reality? It is all of those, and more. *...successful network applications are systems for harnessing collective intelligence. *The question before us is this: Is the Web getting smarter as it grows up? *The Web is growing up, and we are all its collective parents. *Key takeaway: A key competency of the Web 2.0 era is discovering implied metadata, and then building a database to capture that metadata and/or foster an ecosystem around it. *The Net is getting smarter faster than you might think. *The increasing richness of both sensor data and machine learning will lead to new frontiers in creative expression and imaginative reconstruction of the world. *All of these breakthroughs are reflections of the fact noted by Mike Kuniavsky of ThingM, that real world objects have "information shadows" in cyberspace. *In adding value for ourselves, we are adding value to the social web as well. Our devices extend us, and we extend them. *Data analysis, visualization, and other techniques for seeing patterns in data are going to be an increasingly valuable skillset. Employers take notice. *Anyone who searches Twitter on a trending topic has to be struck by the message: "See what's happening right now" followed, a few moments later by "42 more results since you started searching. Refresh to see them." *Businesses must learn to harness real-time data as key signals that inform a far more efficient feedback loop for product development, customer service, and resource allocation. *But 2009 marks a pivot point in the history of the Web. It's time to leverage the true power of the platform we've built. The Web is no longer an industry unto itself - the Web is now the world. *...we must take the Web to another
qualitypoint tech

Education Quotes - TheQuotes.Net - Motivational Quotes - 0 views

thequotes.net/image-quotes

Educational Quotes Abdul kalam Quotes Education Quotes Motivational Quotes

shared by qualitypoint tech on 12 Jul 12 - No Cached
  • qualitypoint tech on 12 Jul 12
     
    Learning gives creativity. Creativity leads to thinking. thinking provides knowledge. Knowledge makes you great. - Abdul Kalam
anonymous

Iraq's Known Unknowns, Still Unknown - Culture, Politics & Change - 0 views

www.nytimes.com/...24friedman.html

#i3cs21 culture change learning

shared by anonymous on 25 Feb 10 - Cached
  • “the central conservative truth is that it is culture, not politics, that determines the success of a society. The central liberal truth is that politics can change a culture and save it from itself.”
  • the argument Lawrence Harrison makes in his book “The Central Liberal Truth” — culture matters, a lot more than we think, but cultures can change, a lot more than we expect.
anonymous

Abraham Lincoln's Annual Message to Congress -- Concluding Remarks - 2 views

showcase.netins.net/...congress.htm

abraham lincoln edquotes ken robinson kenrobinson TED tedvideos

shared by anonymous on 26 May 10 - Cached
  • anonymous on 26 May 10
     
    "The dogmas of the quiet past, are inadequate to the stormy present. The occasion is piled high with difficulty, and we must rise -- with the occasion. As our case is new, so we must think anew, and act anew. We must disenthrall ourselves, and then we shall save our country."
anonymous

'Can we fix it' is the right question to ask - Telegraph - 0 views

www.telegraph.co.uk/...the-right-question-to-ask.html

motivation doubt danpink assumptions quotes learning

shared by anonymous on 25 Jun 10 - Cached
  • Most of us believe in positive self-talk. "I can achieve anything," we mouth to the mirror in the morning. "Nobody can stop me," we tell ourselves before walking into a big meeting.
  • But not Bob. Instead of puffing up himself and his team, he first wonders whether they can actually achieve their goal. In asking his signature question – Can we fix it? – he introduces some doubt.
  • The self-questioning group solved significantly more anagrams than the self-affirming group.
  • ...5 more annotations...
  • The outcome was the same. People "primed" with Will I solved nearly twice as many anagrams as people in the other three groups.
  • "In addition, asking questions forces you to define if you reallywant something and probably think about what you want, even in the presence of obstacles."
  • "breathing your own exhaust"
  • "When you create something, you can fall in love with it and aren't able to see or hear anything contrary. Whatever comes out of your mouth is all you're inhaling," she says. "But when you ask a question – Will I? – you're creating an opening. You're inviting a conversation – whether it's self-conversation or a conversation with others."
  • His business is a series of projects – many of them unexpected, most of them hazily-defined – that require people to collaborate, fashion solutions on the fly and contend with surly customers. By asking "Can we fix it?", Bob widens the possibilities. Only then – once he's explored the options and examined his assumptions – does he elicit a rousing "Yes, we can" from his team and everyone gets to work.
  • anonymous on 25 Jun 10
     
    Do we teach this to our students? Do we use the strategy ourselves? Here's the annotated link: http://diigo.com/0bj1y
  • anonymous on 25 Jun 10
     
    Here's the annotated link: http://diigo.com/0bj1y
Stephanie Sandifer

Op-Ed Contributor - Your Baby Is Smarter Than You Think - NYTimes.com - 0 views

www.nytimes.com/...16gopnik.html

nytimes.com nytimes learning infants toddlers intelligence

shared by Stephanie Sandifer on 16 Aug 09 - Cached
  • Stephanie Sandifer on 16 Aug 09
     
    Great article on the intelligence and learning capabilities of infants and toddlers -- has implications for how we approach pre-school learning with children.
anonymous

Book Review: How to Think Like a Great Graphic Designer, by Debbie Millman - Core77 - 0 views

www.core77.com/...ner_by_debbie_millman_8232.asp

design rules innovation

shared by anonymous on 24 Jul 09 - Cached
  • Whether it's said about the graphic design grid, Picasso's cubism, or a Zen book of koans, once the student learns the rules, they can throw out the book. The value comes in the contrast of expectation with the arrival of the truly new.
  • anonymous on 24 Jul 09
     
    Whether it's said about the graphic design grid, Picasso's cubism, or a Zen book of koans, once the student learns the rules, they can throw out the book. The value comes in the contrast of expectation with the arrival of the truly new.
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