Skip to main content

Home/ educators/ Group items tagged progressive educator

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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
Michael Walker

Progressive Education - 0 views

www.alfiekohn.org/...progressive.htm

progressive education alfiekohn

shared by Michael Walker on 11 Jul 09 - Cached
  • As Jim Nehring at the University of Massachusetts at Lowell observed, “Progressive schools are the legacy of a long and proud tradition of thoughtful school practice stretching back for centuries” — including hands-on learning, multiage classrooms, and mentor-apprentice relationships — while what we generally refer to as traditional schooling “is largely the result of outdated policy changes that have calcified into conventions.”
  • Progressive educators are concerned with helping children become not only good learners but also good people
  • Learning isn’t something that happens to individual children — separate selves at separate desks. Children learn with and from one another in a caring community, and that’s true of moral as well as academic learning. Interdependence counts at least as much as independence
  • ...13 more annotations...
  • Progressive schools are characterized by what I like to call a “working with” rather than a “doing to” model.
  • A sense of community and responsibility for others isn’t confined to the classroom; indeed, students are helped to locate themselves in widening circles of care that extend beyond self, beyond friends, beyond their own ethnic group, and beyond their own coun
  • “What’s the effect on students’ interest in learning, their desire to continue reading, thinking, and questioning?”
  • Alfred North Whitehead declared long ago, “A merely well-informed man is the most useless bore on God’s earth.” Facts and skills do matter, but only in a context and for a purpose. That’s why progressive education tends to be organized around problems, projects, and questions — rather than around lists of facts, skills, and separate disciplines
  • students play a vital role in helping to design the curriculum, formulate the questions, seek out (and create) answers, think through possibilities, and evaluate how successful they — and their teachers — have been
  • Each student is unique, so a single set of policies, expectations, or assignments would be as counterproductive as it was disrespectful.)
  • they design it with them
  • what distinguishes progressive education is that students must construct their own understanding of ideas.
  • A school that is culturally progressive is not necessarily educationally progressive. An institution can be steeped in lefty politics and multi-grain values; it can be committed to diversity, peace, and saving the planet — but remain strikingly traditional in its pedagogy
  • A truly impressive collection of research has demonstrated that when students are able to spend more time thinking about ideas than memorizing facts and practicing skills — and when they are invited to help direct their own learning — they are not only more likely to enjoy what they’re doing but to do it better.
  • Regardless of one’s values, in other words, this approach can be recommended purely on the basis of its effectiveness. And if your criteria are more ambitious — long-term retention of what’s been taught, the capacity to understand ideas and apply them to new kinds of problems, a desire to continue learning — the relative benefits of progressive education are even greater.[5]
  • Students in elementary and middle school did better in science when their teaching was “centered on projects in which they took a high degree of initiative.
  • For starters, they tell me, progressive education is not only less familiar but also much harder to do, and especially to do well. It asks a lot more of the students and at first can seem a burden to those who have figured out how to play the game in traditional classrooms — often succeeding by conventional standards without doing much real thinking. It’s also much more demanding of teachers, who have to know their subject matter inside and out if they want their students to “make sense of biology or literature” as opposed to “simply memoriz[ing] the frog’s anatomy or the sentence’s structure.”[12]  But progressive teachers also have to know a lot about pedagogy because no amount of content knowledge (say, expertise in science or English) can tell you how to facilitate learning. The belief that anyone who knows enough math can teach it is a corollary of the belief that learning is a process of passive absorption —a view that cognitive science has decisively debunked.
Ed Webb

The Progressive Stack and Standing for Inclusive Teaching - The Tattooed Professor - 2 views

www.thetattooedprof.com/...tanding-for-inclusive-teaching

pedagogy inclusion

shared by Ed Webb on 15 May 20 - Cached
  • There are two fundamental truths about Inclusive Pedagogy: it is an eminently desirable set of practices for teaching in higher ed, and it is an eminently difficult set of practices for teaching in higher ed
  • Put simply, the Progressive Stack is a method of ensuring that voices that are often submerged, discounted, or excluded from traditional classroom discussions get a chance to be heard
  • There are personal, cultural, learning, and social reasons people don’t speak up in class.  Students of color and women of all races, introverts, the non-conventional thinkers, those from poor previous educational backgrounds, returning or “nontraditional students,” and those from cultures where speaking out is considered rude not participatory are all likely to be silent in a class where collaboration by difference is not structured as a principle of pedagogy and organization and design.   Who loses?  Everyone.  Arguments that are smart and valuable and can change a whole conversation get lost in silence and, sometimes, shame.  When that happens, we don’t really have discussion or collaboration.  We have group think–and that is why we all lose.
  • ...10 more annotations...
  • Taking “stack” just means keeping a list of people who wish to participate—offer a question or comment—during the Q & A. Rather than anxiously waving your hand around and wondering if you’ll be called on, if you would like to participate, signal to me in some way (a gesture, a dance move, a traditional hand-in-the-air, meaningful eye contact, etc.) and I will add you to the list. However, we’re not just going to take stack, we are going to take progressive stack in an effort to foreground voices that are typically silenced in dominant culture. According to Justine and Zoë, two self-identified transwomen who were active in the movement, progressive stack means that “if you self-identify as trans, queer, a person of color, female, or as a member of any marginalized group you’re given priority on the list of people who want to speak – the stack. The most oppressed get to speak first.” As I take stack, I will also do my best to bump marginalized voices and those who haven’t yet had a chance to participate to the top.
  • As with any tool that confronts the effects of privilege and power head-on, the Progressive Stack makes some people uncomfortable
  • In a complete social and historical vacuum, level-playing-field equality is an excellent proposition. But in the actual lived world of our history, experiences, and interactions the idea of treating everyone uniformly “regardless of gender” or without “seeing color” simply strengthens already-entrenched inequalities
  • As the increasing number of targeted online harassment campaigns has shown us, once a concept or issue has traveled through the right-wing Outrage-Distortion Complex, there is little hope of reclaiming rational discussion. It’s been permanently stained. One might dismiss the frothing lamentations of white-genocide-via-classroom-pedagogy that bubble up from a subreddit, but the insidious trope of “reverse racism” has put its thumb on the scale enough to have distorted the conversation around the Progressive Stack
  • because the Progressive Stack calls attention to existing structures of inequality by replacing them with another structure entirely, it forces those of us who identify as white (and, particularly, male) to confront the ways in which we have been complicit in maintaining inequality
  • When you’re accustomed to privilege, even the suggestion of equality will feel like oppression
  • google “progressive stack.” Almost every result you get will take you to the fever swamps of right-wing Reddit and warmed-over piles of gamergate droppings. The common denominator is that “Progressive Stack” is simply anti-white “racism” dressed in fancy intellectual clothes
  • Giving up power, it turns out, is hard for some people. Especially when that power has been historically-constructed to be so pervasive as to render it unquestioned and indeed unseen in its hegemonic sway. Pierre Bourdieu calls this symbolic power: “For symbolic power is that invisible power which can be exercised only with the complicity of those who do not want to know that they are subject to it or even that they themselves exercise it”
  • It means there will be times when people who are not accustomed to their identity being a source of discomfort and exclusion will have to learn–in a managed and intentional space–what that feels like.
  • there will be friction and messiness and uncomfortable adjustments, because any education worth the name involves friction and messiness and uncomfortable adjustments
Vicki Davis

Education funding changes 'untenable' says NSW Premier - ABC News (Australian Broadcast... - 0 views

www.abc.net.au/...5126204

education news politics nsw

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    Education is an issue around the world as demonstrated in this video from New South Wales Premier Barry O'Farrell. They have problems with "reneged deals with Federal and State governments." Education is in flux the world over, lest any one group of educators feel they are being singled out. This is largely caused by the information age. While the industrial age changed how people worked, the information age is fundamentally changing how people learn and those organizations that can adapt and progress will remain. Some towns suffered the loss of factories but kept their schools. What happens when the schools close? Integrate technology, blend learning, or the tightening finances world wide will make it hard for you to thrive in an education landscape increasingly mixed with education technology.
Vicki Davis

Secret Teacher: low morale and high pressure leaves no time for inspiration | Teacher N... - 0 views

www.theguardian.com/...acher-low-morale-high-pressure

education news edreform UK all_teachers

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    These heartbreaking words from a teacher in the UK. As the world tries to improve education by the numbers, the world has forgotten kids aren't numbers. They are precious, individual and unique and deserve education systems that celebrate and encourage that. OK, teachers, it is time to man the media - you are the media now! Are you fed up yet? It might not be you right now, but if you don't speak, it will be, wherever you teach, such stories impact us all and the profession we care for so much. "As a teacher, I vowed that I would work hard to nurture my students, to make each and every student feel valued and for them to know that they have a voice, and a place in the world. However the last two years have made me feel like that insecure 14-year-old again: I have lost my confidence because of the overly-rigid current education system. We are constantly being told we are not good enough and that we are not doing enough: enough intervention, enough rigorous marking, enough sustained and rapid progress. What excited me the most about becoming a teacher was discovering the hidden talents and sparks of genius in my students. However, it breaks my heart to say this, but I feel that I no longer have time, nor am I encouraged to make these discoveries. We are so caught up with data and so many progress checks that we don't give our students the time to shine. I wonder what would happen if the greats of the world like Einstein, Gaudi, Picasso and Martin Luther King were to attend school in 2013, would they be able to cultivate their talents and thrive?"
Vicki Davis

In Pakistan, a New Push for Education by Mujib Mashal on Beacon - 0 views

www.beaconreader.com/...istan-a-new-push-for-education

education edreform pakistan politics news

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    Pakistan is pushing to educate more of its children, amidst financial woes and a struggle for more funding. Their goal: 100% enrollment. Of course, there is a great effort also to build a firewall in Pakistan much like the "great firewall of China." That said, there are many lovely educators from Pakistan who contribute and connect increasingly online and I wish this country well as well as the many countries working to increase enrollment. "As schools returned to session in Pakistan's northwestern Khyber Pakhtunkhwa (KP) province this fall, the newly elected provincial government - with the help of the non-profit campaign Alif Ailaan - launched an enrollment drive. In its first month, the drive managed to enroll nearly 245,000 out of school children - about 65% male and 35% female - across 25 districts of the province, according to figures provided by Alif Ailaan. But considering Pakistan's education woes, where more than 25 million children between the ages of 5-16 remain out of school, it is a small step. "In order to provide schooling to all the kids, we need about Rs. 138 billion (roughly $1.2 billion) just in KP - for school infrastructure, classrooms, teachers so on and so forth," Joudat Ayaz, the province's education secretary, told me over dinner. Ayaz estimates the number of out of school children in KP between 2 to 3 million, about 20% to 30% of the school-age children in the province. "You can't do this [reaching 100% enrollment] in one go - you have to do it progressively, over six or seven years.""
Darren Kuropatwa

NASSP - Shifting Ground - 14 views

www.principals.org/...sec.asp

filter IWB Admin projectbasedlearning digitalfootprint chrislehmann newliteracy

shared by Darren Kuropatwa on 06 Dec 09 - Cached
  • Moreover—and perhaps most damning—by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers’ experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Districts have spent thousands of dollars installing interactive whiteboards—which are a more powerful, more engaging chalkboard. And yes, they are a tool with some very useful functions, and yes, we have them at the Science Leadership Academy in Philadelphia, where I am principal. But let me be clear: interactive whiteboards only enable a teacher-centric style of teaching to be more engaging than it would have been with a traditional chalkboard. Much of the prepackaged educational gaming similarly makes the same mistake.
    • Dave Truss
      Dave Truss on 06 Dec 09
       
      I've just never bought into these as a good way to spend money other than perhaps in Kindergarten and Grade 1 where students can interact and engage with text and shapes in front of their peers.
    • Darren Kuropatwa
      Darren Kuropatwa on 07 Dec 09
       
      I disagree with both you and Chris here. If you use an IWB to teach in a teacher centric way then *maybe* it'll be more engaging for students than it was before the IWB but I doubt it; I think kids are smarter than that. Teachers who teach in student centred ways find IWBs amplify not just engagement with the teacher, but with each other and the content they are wrestling with; they learn more deeply because we can bring a more multifaceted perspective to bear on every issue/problem discussed in class. When the full content of the internet can be brought to bear on every classroom discussion (including my twitter and skype networks) we are able to concretely illustrate the interconnectedness of all things. We don't have to tell kids this, they see it as it happens, every day. You might be able to do something like this without an IWB but it would be a little more clunky in execution.
  • The single greatest challenge schools face is helping students make sense of the world today. Schools have gone from information scarcity to information overload. This is why classes must be inquiry driven. Merely providing content is not enough, nor is it enough to simply present students with a problem to solve. Schools must create ways for students to come together as a community to ask powerful questions and dare them to bring all of their talents to bear on real-world problems.
  • ...5 more annotations...
  • Schools can and must be empowering—what held down the progressive school movements of the past 100 years was not that the ideas were wrong, but rather that it often just took too long to create the authentic examples of learning.
  • The idea of community has changed dramatically in the past 10 years, and that idea should be reflected in classrooms.
  • Once students have worked together, the question must become, What can they create?
  • But it is not enough for educators to simply be aware of social networking; they have an obligation to teach students the difference between social networking and academic networking
  • Educators can help them understand how to paint a digital portrait of themselves online that includes the work they do in school and help them network, both locally and globally, to enrich themselves as students.
  • Dave Truss on 06 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
  • Darren Kuropatwa on 07 Dec 09
     
    by blocking and banning many of the tools and Web sites that form the cornerstone of teenagers' experiences, educators deny themselves access to the conversations that students are having about how to use these tools intelligently, ethically, and well. And given the overwhelming flow of information that students can access using such tools, it is essential that educators become part of those conversations.
C CC

Resource: ICT Progression Pathway | UKEdChat.com - Supporting the #UKEdChat Education C... - 5 views

ukedchat.com/...source-ict-progression-pathway

ict resource progression pathway assessment

shared by C CC on 15 Mar 14 - No Cached
  • C CC on 15 Mar 14
     
    A great progression resource for computing / coding / ict
Suzie Nestico

Father: Why I didn't let my son take standardized tests - The Answer Sheet - The Washin... - 0 views

www.washingtonpost.com/...ABkgICTB_blog.html

edu_news administrator all_teachers curriculum education reform education standardized tests standardized testing

shared by Suzie Nestico on 27 Mar 11 - No Cached
  • My wife and I had Luke “opt out” of No Child Left Behind standardized testing (here in Pennsylvania known as the Pennsylvania System of School Achievement, or PSSAs).
  • Last week I did just that. I looked at the test and determined that it violated my religion. How, you might ask? That’s an entirely different blog, but I can quickly say that my religion does not allow for or tolerate the act of torture and I determined that making Luke sit for over 10 hours filling in bubble sheets would have been a form of mental and physical torture, given that we could give him no good reason as to why he needs to take this test.
  • ch a reason for opting out of the PSSA testing will negatively affect the school’s participation rate and could POTENTIALLY have a negative impact on the school’s Adequate Yearly Progress under the rules of No Child Left Behind.
  • ...7 more annotations...
  • I asked Luke what he thought about it all. He just smiled. I also asked him what some of his friends were saying. According to Luke, they did not believe that NCLB and PSSAs were going to be used to evaluate the school. They didn’t know about AYP and the sanctions that came with it. Luke’s friends just thought the tests, “were used to make sure our teachers are teaching us the right stuff.” My guess is that is what most parents believe. Why wouldn’t they believe it? They’ve been told for nine years that we are raising standards, holding teachers accountable, and leaving no children behind. Who wouldn’t support that?
  • This time, instead of having Luke sit through another meeting, he researched the Japanese earthquake and tsunami as a current events project.
  • The point was to give Luke some experience in how to conduct planned civil disobedience in a lawful manner.
  • That, of course, is the real problem. NCLB and the standards movement is a political bait and switch. Sold as one thing (positive) to the public and then in practice, something radically different (punitive). This is probably one of the biggest reasons I decided to do the boycott—to make my community aware and to try and enlighten them of the real issues.
  • My answer is that the government is not listening. Teachers, principals, teacher educators, child development specialists, and educational researchers have been trying to get this message out for years. No one will listen.
  • Civil disobedience is the only option left. It’s my scream in a dark cave for light. I want teachers to teach again. I want principals to lead again. I want my school to be a place of deep learning and a deeper love of teaching. I want children exposed to history, science, art, music, physical education, and current events—the same experience President Obama is providing his own children.
  • Maybe civil disobedience will be contagious. Maybe parents will join us in reclaiming our schools and demand that teachers and administrators hands be untied and allow them to do their jobs—engage students in a rich curriculum designed to promote deep learning and critical thinking.
  • Suzie Nestico on 27 Mar 11
     
    Another PA parent opts his child out of PSSA standardized testing as a measure of civil disobedience.  Word of caution:  This can very much hurt a school's Adequate Yearly Progress and ultimately the school may suffer.  But, what if this movement spread amongst parents?  What then?  Would the government take over the school?  
Suzie Nestico

Flunking Arne Duncan | Common Dreams - 7 views

www.commondreams.org/...08-8

duncan CommonCore Common Core edreform education ravitch all_teachers administrator

shared by Suzie Nestico on 10 Mar 12 - No Cached
  • Suzie Nestico on 10 Mar 12
     
    Ravitch evaluates Arne Duncan on the progress made in education during his tenure, or lack thereof it.  Provides a clear chronology of the shifts in education since the inception of NCLB and public education being taken apart, piece by piece.
Vicki Davis

Integration Focus: EDU Sunset - 1 views

www.sliderocket.com/...integration-focus-edu-sunset

education news presentation bestpractices

shared by Vicki Davis on 04 Nov 13 - No Cached
  • Vicki Davis on 04 Nov 13
     
    If you've integrated sliderocket (now becoming ClearSlide) into Google apps for edu, you'll no longer have Google integration or free accounts past the end of the year. Sliderocket was acquired by clear slide. "Thank you to everyone who has inquired about SlideRocket's free educational initiative through Google Apps. As the integration of SlideRocket into ClearSlide has progressed, it has become apparent that a shift in our approach toward educational accounts is necessary and appropriate. Specifically, due to both technical and practical reasons, we will no longer be integrating with Google Apps or offering free educational accounts beyond the end of the year."
C CC

What Educational Tools can we use…and how? - 4 views

ukedchat.com/...ional-tools-can-we-use-and-how

progress numeracy literacy edtech tools impact ukedchat

shared by C CC on 13 Apr 14 - No Cached
  • C CC on 13 Apr 14
     
    What educational tools can we use to improve literacy, numeracy, progress, impact, transition, learning, etc and how?
Patti Porto

Invent To Learn: Making, Tinkering, and Engineering in the Classroom: Sylvia Libow Mart... - 12 views

www.amazon.com/...ref=as_li_ss_tl

Maker stem pbl

shared by Patti Porto on 28 May 13 - No Cached
  • Patti Porto on 28 May 13
     
    "Join the maker movement! There's a technological and creative revolution underway. Amazing new tools, materials and skills turn us all into makers. Using technology to make, repair or customize the things we need brings engineering, design and computer science to the masses. Fortunately for educators, this maker movement overlaps with the natural inclinations of children and the power of learning by doing. The active learner is at the center of the learning process, amplifying the best traditions of progressive education. This book helps educators bring the exciting opportunities of the maker movement to every classroom."
Martin Burrett

Prowise Presenter entirely free of charge - 0 views

ukedchat.com/...prowise-free

prowise resources

shared by Martin Burrett on 12 Nov 18 - No Cached
  • Martin Burrett on 12 Nov 18
     
    "Prowise has made all the unique education possibilities that Prowise Presenter has to offer accessible to everyone, for free. This applies to non-paying, paying and new users. From now on, everyone has free access to all the functionalities the education software has to offer. This way the company, based in Birmingham, makes progress towards their ambition to make digital education accessible for everyone, globally."
Adrienne Michetti

Debbie Meier and the Dawn of Central Park East by Seymour Fliegel, City Journal Winter ... - 3 views

www.city-journal.org/article01.php

progressive education school design

shared by Adrienne Michetti on 05 Jun 10 - Cached
  • “I’ve got a problem in the Central Park East School between Debbie Meier and some of her parents,” he said. “Go see what it’s about.”
  • In 1976
  • I went over to Central Park East, which was then a fledgling alternative school just completing its second year, to introduce myself to Debbie Meier, the school’s director
  • ...11 more annotations...
  • Debbie Meier has since become a nationally known authority on education, the recipient of a MacArthur Foundation “Genius” award, but in June 1976 that wasn’t the case.
  • . What was not yet clear to outsiders was that it had been deliberately designed to thrive on conflict.
  • From the first moment I walked into a public school I was intrigued.
  • . “The principals paid lip service to us and our aspirations,” she remembers, “but the changes didn’t last.” By the end of 1973, just as she was becoming disgusted by her lack of progress working within the established system, she got a call from Bonnie Brownstein, a science coordinator in District Four. Brownstein told Meier that Superintendent Alvarado had heard about her work and wanted her to start a new school in East Harlem. Meier, attuned to the ways of educational bureaucracies, was skeptical at first, but when she met with the new superintendent, he convinced her that he was serious.
  • and she had tried to create “open classroom” programs
  • an educational method which she believed reflected the cognitive development of children, combining John Dewey’s learning theory with more recent psychological investigations of Jean Piaget.
  • Meier and her associates proposed a pedagogy based on “open classrooms” where teachers would provide children with stimulating materials, observe them working and playing with those materials, and, guided by their observations, offer each child assistance to extend his or her skills and interests.
  • Neither the parents in the neighborhood nor the other teachers in District Four understood what the school was trying to accomplish, and they regarded Meier’s efforts with attitudes ranging from indifference to outright hostility.
  • Local educational conservatives, on the other hand, were equally mistrustful of what they saw as the school’s permissiveness.
  • There would be one rule: Children would come to Central Park East because their parents chose that school for them
  • parents were required to visit with their children in order to gain admission. Beyond that, Meier set forth no policies and promised no particular results.
Vicki Davis

50 Free Open Courseware Classes for Special Education Teachers - 22 views

mastersinspecialeducation.net/...for-special-education-teachers

education professional development specialneeds_teacher

shared by Vicki Davis on 10 May 10 - Cached
  • Vicki Davis on 10 May 10
     
    As you plan what you're doing this summer - here is a list of 50 opencourseware summer courses for special education teachers. Although budgets for PD are being cut everywhere - true professionals ALWAYS develop themselves and it is time to go out on your own! We must always progress or we regress!
Martin Burrett

Marginal Gains - 0 views

ukedchat.com/...marginal-gains

improvement progress

shared by Martin Burrett on 31 Jan 18 - No Cached
  • Martin Burrett on 31 Jan 18
     
    "Often we look for the big leaps, the silver bullets and the next big thing. But in reality progress and improvement often comes in bitesized pieces on multiple fronts. In this UKEdChat discussion we discuss marginal gains and the little steps that you, your pupils, your school and the wider education world are taking to make improvement to the learning opportunities of our pupils."
C CC

Education App: iDoceo for iPad | UKEdChat.com - Supporting the #UKEdChat Education Comm... - 6 views

ukedchat.com/...education-app-idoceo-for-ipad

education app gradebook assessment ukedchat edtech

shared by C CC on 14 Feb 14 - No Cached
  • C CC on 14 Feb 14
     
    Throw away the paper, and use this iPad app instead to keep track of your pupils progress...
Peggy George

RTI Action Network - Home - 0 views

rtinetwork.org

academics all_teachers behavior best_practice professionaldevelopment rti specialeducation

shared by Peggy George on 09 Apr 08 - Cached
  • Peggy George on 09 Apr 08
     
    What is RTI? Response to Intervention (RTI) is a multi-tiered approach to help struggling learners. Students' progress is closely monitored at each stage of intervention to determine the need for further research-based instruction and/or intervention in general education, in special education, or both.
  • Peggy George on 09 Apr 08
     
    Home page for RTI Action Network-discussed in live show linked from CR20 LIVE Conversations on 4-9-08. LD Live-Living with Learning Disabilities
Martin Burrett

Busting the myths of AI in education - 0 views

ukedchat.com/...busting-myths-ai-edu

AI myths education

shared by Martin Burrett on 09 Oct 18 - No Cached
  • Martin Burrett on 09 Oct 18
     
    "When you mention Artificial Intelligence (AI), you're likely to get a variety of responses ranging from the fear that robots will take over our jobs - and our lives - to the conviction that it will transform our future for the better. Now that AI is becoming an integral part of organisations such as NASA, the NHS and even your local council, is it time for education to embrace the power of AI? I believe that it is. While algorithms will never be a substitute for a good teacher, there are some exciting new ways that AI can help schools to spot patterns of progress, or identify pupils who are having difficulties with their learning."
1 - 20 of 48 Next › Last »
Showing 20▼ items per page