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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Adrienne Michetti

Why Women Still Can't Have It All - www.theatlantic.com - Readability - 7 views

www.readability.com/...r0vjb0pp

shared by Adrienne Michetti on 23 Jun 12 - No Cached
  • Just about all of the women in that room planned to combine careers and family in some way. But almost all assumed and accepted that they would have to make compromises that the men in their lives were far less likely to have to make.
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      and this is what bothers me. SO MUCH.
  • when many members of the younger generation have stopped listening, on the grounds that glibly repeating “you can have it all” is simply airbrushing reality, it is time to talk.
  • I still strongly believe that women can “have it all” (and that men can too). I believe that we can “have it all at the same time.” But not today, not with the way America’s economy and society are currently structured. My experiences over the past three years have forced me to confront a number of uncomfortable facts that need to be widely acknowledged—and quickly changed.
  • ...67 more annotations...
  • I had the ability to set my own schedule most of the time. I could be with my kids when I needed to be, and still get the work done.
  • the minute I found myself in a job that is typical for the vast majority of working women (and men), working long hours on someone else’s schedule, I could no longer be both the parent and the professional I wanted to be
  • having it all, at least for me, depended almost entirely on what type of job I had.
  • having it all was not possible in many types of jobs, including high government office—at least not for very long.
  • “Having control over your schedule is the only way that women who want to have a career and a family can make it work.”
  • Yet the decision to step down from a position of power—to value family over professional advancement, even for a time—is directly at odds with the prevailing social pressures on career professionals in the United States.
  • “leaving to spend time with your family” is a euphemism for being fired.
  • Think about what this “standard Washington excuse” implies: it is so unthinkable that an official would actually step down to spend time with his or her family that this must be a cover for something else.
  • it cannot change unless top women speak out.
  • Both were very clear that they did not want that life, but could not figure out how to combine professional success and satisfaction with a real commitment to family.
  • many of us are also reinforcing a falsehood: that “having it all” is, more than anything, a function of personal determination.
  • there has been very little honest discussion among women of our age about the real barriers and flaws that still exist in the system despite the opportunities we inherited.
  • But we have choices about the type and tempo of the work we do. We are the women who could be leading, and who should be equally represented in the leadership ranks.
  • women are less happy today than their predecessors were in 1972, both in absolute terms and relative to men.
  • The best hope for improving the lot of all women, and for closing what Wolfers and Stevenson call a “new gender gap”—measured by well-being rather than wages—is to close the leadership gap:
  • Only when women wield power in sufficient numbers will we create a society that genuinely works for all women. That will be a society that works for everyone.
  • We must clear them out of the way to make room for a more honest and productive discussion about real solutions to the problems faced by professional women.
  • These women cannot possibly be the standard against which even very talented professional women should measure themselves. Such a standard sets up most women for a sense of failure
  • A simple measure is how many women in top positions have children compared with their male colleagues.
  • Every male Supreme Court justice has a family. Two of the three female justices are single with no children.
  • women hold fewer than 30 percent of the senior foreign-policy positions in each of these institutions.
  • “You know what would help the vast majority of women with work/family balance? MAKE SCHOOL SCHEDULES MATCH WORK SCHEDULES.” The present system, she noted, is based on a society that no longer exists—one in which farming was a major occupation and stay-at-home moms were the norm. Yet the system hasn’t changed.
  • “Inflexible schedules, unrelenting travel, and constant pressure to be in the office are common features of these jobs.”
  • I would hope to see commencement speeches that finger America’s social and business policies, rather than women’s level of ambition, in explaining the dearth of women at the top. But changing these policies requires much more than speeches. It means fighting the mundane battles—every day, every year—in individual workplaces, in legislatures, and in the media.
  • assumes that most women will feel as comfortable as men do about being away from their children, as long as their partner is home with them. In my experience, that is simply not the case.
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      This is fascinating. Really. 
  • I do not believe fathers love their children any less than mothers do, but men do seem more likely to choose their job at a cost to their family, while women seem more likely to choose their family at a cost to their job.
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      This. This is SO TRUE. I think this is the same.
  • To many men, however, the choice to spend more time with their children, instead of working long hours on issues that affect many lives, seems selfish.
  • It is not clear to me that this ethical framework makes sense for society. Why should we want leaders who fall short on personal responsibilities?
  • Regardless, it is clear which set of choices society values more today. Workers who put their careers first are typically rewarded; workers who choose their families are overlooked, disbelieved, or accused of unprofessionalism.
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      This disconnect has ALWAYS bothered me. SO MUCH.
  • having a supportive mate may well be a necessary condition if women are to have it all, but it is not sufficient
  • Ultimately, it is society that must change, coming to value choices to put family ahead of work just as much as those to put work ahead of family. If we really valued those choices, we would value the people who make them; if we valued the people who make them, we would do everything possible to hire and retain them; if we did everything possible to allow them to combine work and family equally over time, then the choices would get a lot easier.
  • Given the way our work culture is oriented today, I recommend establishing yourself in your career first but still trying to have kids before you are 35—or else freeze your eggs, whether you are married or not.
  • But the truth is, neither sequence is optimal, and both involve trade-offs that men do not have to make.
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      exactly this -- men do not have to make this choice. Thus, it will always be unequal.
  • You should be able to have a family if you want one—however and whenever your life circumstances allow—and still have the career you desire.
  • If more women could strike this balance, more women would reach leadership positions. And if more women were in leadership positions, they could make it easier for more women to stay in the workforce. The rest of this essay details how.
  • I have to admit that my assumption that I would stay late made me much less efficient over the course of the day than I might have been, and certainly less so than some of my colleagues, who managed to get the same amount of work done and go home at a decent hour.
  • Still, armed with e-mail, instant messaging, phones, and videoconferencing technology, we should be able to move to a culture where the office is a base of operations more than the required locus of work.
  • Being able to work from home—in the evening after children are put to bed, or during their sick days or snow days, and at least some of the time on weekends—can be the key, for mothers, to carrying your full load versus letting a team down at crucial moments.
  • Changes in default office rules should not advantage parents over other workers; indeed, done right, they can improve relations among co-workers by raising their awareness of each other’s circumstances and instilling a sense of fairness.
  • The policy was shaped by the belief that giving women “special treatment” can “backfire if the broader norms shaping the behavior of all employees do not change.”
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      This is so progressive.
  • Our assumptions are just that: things we believe that are not necessarily so. Yet what we assume has an enormous impact on our perceptions and responses. Fortunately, changing our assumptions is up to us.
  • One of the best ways to move social norms in this direction is to choose and celebrate different role models.
  • If we didn’t start to learn how to integrate our personal, social, and professional lives, we were about five years away from morphing into the angry woman on the other side of a mahogany desk who questions her staff’s work ethic after standard 12-hour workdays, before heading home to eat moo shoo pork in her lonely apartment.
    • Adrienne Michetti
      Adrienne Michetti on 23 Jun 12
       
      UGH.
  • Women have contributed to the fetish of the one-dimensional life, albeit by necessity. The pioneer generation of feminists walled off their personal lives from their professional personas to ensure that they could never be discriminated against for a lack of commitment to their work.
  • It seems odd to me to list degrees, awards, positions, and interests and not include the dimension of my life that is most important to me—and takes an enormous amount of my time.
  • when my entire purpose is to make family references routine and normal in professional life.
  • This does not mean that you should insist that your colleagues spend time cooing over pictures of your baby or listening to the prodigious accomplishments of your kindergartner. It does mean that if you are late coming in one week, because it is your turn to drive the kids to school, that you be honest about what you are doing.
  • Seeking out a more balanced life is not a women’s issue; balance would be better for us all.
  • Indeed, the most frequent reaction I get in putting forth these ideas is that when the choice is whether to hire a man who will work whenever and wherever needed, or a woman who needs more flexibility, choosing the man will add more value to the company.
  • In 2011, a study on flexibility in the workplace by Ellen Galinsky, Kelly Sakai, and Tyler Wigton of the Families and Work Institute showed that increased flexibility correlates positively with job engagement, job satisfaction, employee retention, and employee health.
  • Other scholars have concluded that good family policies attract better talent, which in turn raises productivity, but that the policies themselves have no impact on productivity.
  • What is evident, however, is that many firms that recruit and train well-educated professional women are aware that when a woman leaves because of bad work-family balance, they are losing the money and time they invested in her.
  • The answer—already being deployed in different corners of the industry—is a combination of alternative fee structures, virtual firms, women-owned firms, and the outsourcing of discrete legal jobs to other jurisdictions.
  • Women, and Generation X and Y lawyers more generally, are pushing for these changes on the supply side; clients determined to reduce legal fees and increase flexible service are pulling on the demand side. Slowly, change is happening.
  • In trying to address these issues, some firms are finding out that women’s ways of working may just be better ways of working, for employees and clients alike.
  • “We believe that connecting play and imagination may be the single most important step in unleashing the new culture of learning.”
  • “Genius is nothing more nor less than childhood recovered at will.” Google apparently has taken note.
  • the more often people with different perspectives come together, the more likely creative ideas are to emerge. Giving workers the ability to integrate their non-work lives with their work—whether they spend that time mothering or marathoning—will open the door to a much wider range of influences and ideas.
  • Men have, of course, become much more involved parents over the past couple of decades, and that, too, suggests broad support for big changes in the way we balance work and family.
  • women would do well to frame work-family balance in terms of the broader social and economic issues that affect both women and men.
  • These women are extraordinary role models.
  • Yet I also want a world in which, in Lisa Jackson’s words, “to be a strong woman, you don’t have to give up on the things that define you as a woman.”
  • “Empowering yourself,” Jackson said in her speech at Princeton, “doesn’t have to mean rejecting motherhood, or eliminating the nurturing or feminine aspects of who you are.”
  • But now is the time to revisit the assumption that women must rush to adapt to the “man’s world” that our mothers and mentors warned us about.
  • If women are ever to achieve real equality as leaders, then we have to stop accepting male behavior and male choices as the default and the ideal.
  • We must insist on changing social policies and bending career tracks to accommodate our choices, too. We have the power to do it if we decide to, and we have many men standing beside us.
  • But when we do, we will stop talking about whether women can have it all.
Tony Searl

NZ Interface Magazine | If you can't use technology get out of teaching! - 10 views

www.interfacemagazine.co.nz/articles.cfm

warlick interview teachers learning PD

shared by Tony Searl on 21 Oct 09 - Cached
  • Tony Searl on 21 Oct 09
     
    Is a lack of PD a barrier? Professional development is a barrier, although I think they can teach themselves much of what teachers need to be learning to be able to modernise their classrooms. The worst thing a teacher can say is: "who's going to teach me how to do that?" Teachers are teachers and should be able to teach themselves what they need to know. If they can't then they probably shouldn't be teaching. You want a teacher who can keep up. There are networks of other educators out there that can connect you with new skills. Professional development doesn't have to be something that is done to teachers - it can be just ongoing conversations they're having with other professionals that they're learning from every day.
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Vicki Davis

Sophia Founder to Showcase Free Online Social Teaching and Learning Platform at Educati... - 0 views

www.prnewswire.com/...novation-summit-118775469.html

education learning elearning

shared by Vicki Davis on 29 Mar 11 - No Cached
  • "Sophia connects people who want to learn with those willing to teach so that anyone, anywhere can create academically credible content and share it with the world."
  • social teaching and learning application that makes free, credible academic content available to anyone at anytime. It is a mission-driven organization that aims to break traditional cost and access barriers to post-secondary degree attainment. For more information, go to www.sophia.org.
  • Vicki Davis on 29 Mar 11
     
    This press release tells more about Sophia. "Sophia is a social teaching and learning application that makes free, credible academic content available to anyone at anytime. It is a mission-driven organization that aims to break traditional cost and access barriers to post-secondary degree attainment. For more information, go to www.sophia.org."
Ruth Howard

Future of Learning Institutions in a Digital Age | HASTAC - 0 views

www.hastac.org/...rning-institutions-digital-age

future learning education hastac HASTAC MIT research universities

shared by Ruth Howard on 15 Jul 09 - Cached
  • Forms and models of learning have evolved quickly and in fundamentally new directions.
  • All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
  • Self-learning: Today’s learners are self-learners.
  • ...21 more annotations...
  • Today’s learning is interactive and without walls. Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
  • with participatory learning and digital media, these conventional modes of authority break down.
  • They create their own paths to understanding.
  • learning to judge reliable information.
  • finding reliable sources.
  • learning how.
  • collective pedagogy
  • fostering and managing levels of trust.
  • collective checking, inquisitive skepticism, and group assessment.
  • growing complexities of collaborative and interdisciplinary learning
  • Networked learning
  • in contrast, is committed to
  • cooperation, interactivity, mutual benefit, and social engagement
  • The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
  • contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
  • Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
  • Learning never ends. How we know has changed radically.
  • new institutions must begin to think of themselves as mobilizing networks.
  • mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
  • Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
  • These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
Keith Hamon

Sloan-C - Publications - Survey Reports - 0 views

www.sloan-c.org/...survey06.asp

edu_trends elearning technology

shared by Keith Hamon on 04 Apr 08 - Cached
  • Only 4.6 percent of Chief Academic Officers agreed that there are no significant barriers to widespread adoption of online learning. Nearly two-thirds of the academic leaders cite the need for more discipline on the part of online students as a critical barrier. Faculty issues, both acceptance of online and the need for greater time and effort to teach online, are also important barriers. Neither a perceived lack of demand on the part of potential students nor the acceptance of an online degree by potential employers was seen as a critical barrier.
  • Keith Hamon on 04 Apr 08
     
    A cursory assessment of online eLearning at the college level
Vicki Davis

Susan Silverman's Lucky Ladybugs project going on for elementary - 0 views

kids-learn.org/...project.htm

best_practice connectingpeople curriculum digital_access education hz08 hzmeta virtualcollab

shared by Vicki Davis on 16 Apr 08 - Cached
  • A Collaborative Internet Project for K-5 Students
  • Essential Question: Why are ladybugs considered to be good luck?
  • This project will demonstrate lesson plans designed following principles of Universal Design for Learning (UDL) and examples of student work resulting from the lessons.  As teachers we should ask ourselves if there are any barriers to our students’ learning.  We should look for ways to present information and assess learning in non-text-based formats. 
  • ...5 more annotations...
  • Based on brain research and new media, the UDL framework proposes that educators design lessons with three basic kinds of flexibility: 1. Multiple formats and media are used to present information.
  • Examples: Illustrations, pictures, diagrams, video or audio clips, and descriptions 2.   Teachers use multiple strategies to engage and motivate students. 3.   Students demonstrate learning through multiple performance and product formats.
  • UDL calls for three goals to consider in designing lessons: 1.  Recognition goals: these focus on specific content that ask a student to identify who, what, where, and when. 2.  Strategic goals: these focus on a specific process or medium that asks a student to learn how to do something using problem solving and critical think skills. 3. Affective goals: these focus on a particular value or emotional outcome. Do students enjoy, and appreciate learning about the topic? Does it connect to prior knowledge and experience? Are students allowed to select and discover new knowledge?
  • Resources you might want to use: Scholastic Keys, Kid Pix, Inspiration and Kidspiration, digital camera (still and video), recording narration/music, United Streaming.  Let your imagination go!
  • This project begins on March 15, 2007.  Materials need to be e-mailed by May 31, 2008.
  • Vicki Davis on 16 Apr 08
     
    A great way to get started with technology is to join in an exciting project. this project by Susan Silverman was designed using the principles of Universal Design for Learning. I've heard her present and she is a pro. (Along with my friend Jennifer Wagner.)
  • Vicki Davis on 16 Apr 08
     
    Susan Silverman creates excellent projects for global collaboration among elementary students.
Martin Burrett

Speaking the Lingo - 1 views

ukedchat.com/...speaking-the-lingo

language jargon barriers to learning

shared by Martin Burrett on 28 Mar 18 - No Cached
  • Martin Burrett on 28 Mar 18
     
    "你知道这是什么意思吗？No? Languages can both be barriers and be bridges. They can block access to learning and more, but knowing a little of 'the lingo' can open previously impenetrable doors. This doesn't have to be a language from overseas, but a certain way of speaking which includes speakers or potenticially excludes non-speakers from a group. Teaching, with it's SPaGs, NPQHs and RQTs can make us want to LOL or even go AWOL!"
Terry Elliott

Pontydysgu - Bridge to Learning » Blog Archive » We have the ideas and the te... - 0 views

www.pontydysgu.org/...-do-we-need-for-open-education

ple

shared by Terry Elliott on 27 Dec 08 - Cached
  • I argued that our present systems are unable to keep up with the requirements of society and of industry for learning and knowledge development
  • Open Educational Resources
  • One of the barriers to such self driven and social learning has been centrally controlled and regulated curricula
  • ...7 more annotations...
  • Put all the parts together and we have a new model, a model which can extend learning to all those who want it and support lifelong learning. A model which is affordable and scalable. But of course it requires imagination and change to implement such a model.
    • Terry Elliott
      Terry Elliott on 27 Dec 08
       
      Only imaginatinion and change? I think this would make an excellent practicum. A thought experiment on how to use tech to create a parallel track for new learning. Where is the research base for this? Is it possible to have such a research base?
  • The first is in the role of teachers
  • he main point of this post was to say that we have the ideas and the technologies to support an alternative to the present education systems, systems which are failing so many indiviidals and failing society as a whole.
  • The third is the role of schools and the design of learning environments.
  • The final change is in accreditation
  • The second is assessment
  • four key changes
Sandy Kendell

Power On Texas - 7 views

www.powerontexas.com/...index.php

techintegration technology_integration research

shared by Sandy Kendell on 22 Jan 11 - No Cached
  • Sandy Kendell on 22 Jan 11
     
    POWER ON TEXAS is a collaboration between TEA and AMS Pictures to highlight teachers effectively using technology to transform student achievement across the state and share these examples with other educational stakeholders. POWER ON TEXAS shows how districts overcame barriers associated with technology transformation, professional development surrounding training, administrative support, best practices with technology transformation and project-based learning as well as rural implications with technology. JOIN THE POWER ON TEXAS REVOLUTION AND SEE HOW TEXAS SCHOOLS ARE POWERING ON TO INNOVATIVE 21ST CENTURY TEACHING AND LEARNING PRACTICES.
Sandy Kendell

Drape's Takes: On Empathy, Culture, and Barriers to Making Technology Integral to Teaching - 12 views

drapestakes.blogspot.com/...y-culture-and-barriers-to.html

techintegration pedagogy 21stcenturyskills 21stcentrurylearners

shared by Sandy Kendell on 10 Jul 10 - Cached
  • Sandy Kendell on 10 Jul 10
     
    "technology now serves as a critical thread that ties many of us together in learning" "until collaboration is a behavior naturally included in every educator's definition of teaching, then many of the contemporary promotions of technology in education will continue to be little more than spit in the wind."
  • Sandy Kendell on 10 Jul 10
     
    "technology now serves as a critical thread that ties many of us together in learning" "until collaboration is a behavior naturally included in every educator's definition of teaching, then many of the contemporary promotions of technology in education will continue to be little more than spit in the wind."
Dennis OConnor

Education Week: E-Learning for Special Populations - 11 views

www.edweek.org/...index.html

E-Learning special populations ell special education online at risk online

shared by Dennis OConnor on 31 Aug 11 - No Cached
  • This special report, another installment in Education Week's series on virtual education, examines the growing e-learning opportunities for students with disabilities, English-language learners, gifted and talented students, and those at risk of failing in school. It shows the barriers that exist for greater participation among special populations, as well as the benefits and drawbacks of this approach. It also looks at the funding tactics schools are using to build virtual education programs for special populations and the evolving professional-development needs for these efforts.
  • Download the interactive PDF version of the report, E-Learning for Special Populations.
Dave Truss

Fresh research showing the damage of filtering 'real world' technology - edublogs - 0 views

edu.blogs.com/...ing-real-world-technology.html

filter PODs

shared by Dave Truss on 27 Sep 09 - Cached
  • Dave Truss on 27 Sep 09
     
    "In 2007, [filtering] was high school students' number one obstacle to using technology at their schools (53 percent). For middle school students, two obstacles tied for the greatest barrier (39 percent each): "there are rules against using technology at school" and "teachers limit technology use". It's likely that when students face obstacles to using technology at school, they also face obstacles to inquiry-based learning opportunities which can include online research, visualizations, and games."
David Warlick

21st Century Learning Conference in Hong Kong | Intrepid Teacher - 9 views

www.jabizraisdana.com/...arning-conference-in-hong-kong

shared by David Warlick on 22 Feb 11 - No Cached
  • I am embarrassed that it is 2011 and we are still trying to convince teachers and administrators who run schools to use technology in their classrooms, as if we still have a choice
    • David Warlick
      David Warlick on 22 Feb 11
       
      It is embarrassing, but sadly it is true.  The momentum of industrial age education is great and many are still swept up in its continuing wave.
  • We do not really need conferences because we are teaching in an environment that resembles an ongoing global conference.
    • David Warlick
      David Warlick on 22 Feb 11
       
      A valid point, but I'm not sure the f2f conference is dead.  It needs to evolve.  We talked about this on the bus.
  • If you want your staff to do amazing things you have to hire the right people and give them an opportunity to play, experiment and grow. You must give them time to play, experiment and grow. You must give them money to play, experiment and grow. You must give them room to play, experiment and grow.
    • David Warlick
      David Warlick on 22 Feb 11
       
      Well said!
  • ...1 more annotation...
  • I want the session to be conversations about challenges and successes of collaboration and not just a “book report” of what we did.
    • David Warlick
      David Warlick on 22 Feb 11
       
      I hope that you can work this out, but what about people who want to learn what you are doing, how you are doing it, and about the successes and barriers.
Adrienne Michetti

Universal Design in Education: Principles and Applications - 11 views

www.washington.edu/...ud_edu.html

design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • to make all aspects of the educational experience more inclusive
  • philosophical framework
  • include
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      I love that this is not just being restricted to technology, but is including spaces and texts.
  • ...39 more annotations...
  • Equitable use
  • Ronald Mace,
  • the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
  • diversity and inclusiveness
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is very reminiscent of MYP.
  • seven principles for the universal design of products and environments
  • a design foundation for more accessible and usable products and environments
  • Flexibility in use
  • applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      ALL educators should be participating in UD.
  • Perceptible information
  • Tolerance for error
  • Low physical effort
  • Size and space for approach and use.
  • benefits all students
  • Simple and intuitive use
  • UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
  • Output and Displays.
  • Input and Controls.
  • Manipulations.
  • Documentation.
  • Safety.
  • it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
  • institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
  • UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
  • curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
  • Multiple means of representation
  • Multiple means of action and expression
  • Multiple means of engagement
  • the following first steps for curriculum developers and teachers:
  • Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
  • Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
  • Class Climate.
  • Interaction.
  • Physical Environments and Products.
  • Delivery Methods.
  • Information Resources and Technology.
  • Feedback
  • Assessment.
  • Accommodation.
  • When universal design is applied, everyone feels welcome,
Vicki Davis

Digital Citizenship - What does it mean to our students? - Parents as Partners - 0 views

www.ourschool.ca/s-it-mean-to-our-students.html

ad4dcss digital_citizenship

shared by Vicki Davis on 15 Apr 08 - Cached
  • One of the barriers to using Web 2.0 tools is the poor understanding of the learning opportunities for using the tools, as parents, teachers and students individually and collectively.
  • Vicki Davis on 15 Apr 08
     
    The need for action is highlighted in this article by an edublogger. There is a mention of the Advocates project.
Ben W

Purposeful Networking | Reflection 2.0 - 0 views

googtweetblog.edublogs.org/...purposeful-networking

21st century skills networking social networking technology web 2.0

shared by Ben W on 01 Apr 08 - Cached
  • the older demographic uses networking more for professional purposes
  • Aaron describes how he’s fine with seeing the real side of prospective employees on Facebook profiles and twitterstreams because it gives him a better picture of who people are, but in our opinion and experience, networking is much more than simply posting information about yourself on various sites
  • the education profession historically has been a profession of “isolationism” despite recent efforts to establish Professional Learning Communities within schools.
  • ...1 more annotation...
  • Networking is extremely powerful for connecting educators and students to professionals outside of education - the challenge in education today is breaking down barriers and allowing students and teachers access to the sites and time in the school day and curriculum
  • Ben W on 01 Apr 08
     
    A good in-depth article arguing that purposeful networking (easily done w/ web2.0 tools) should be a skill addressed in education.
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