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Vicki Davis

What teachers want you to know | USA WEEKEND | usaweekend.com - 9 views

www.usaweekend.com/...-make-school-experience-better

education news backtoschool

shared by Vicki Davis on 28 Aug 13 - No Cached
  • Vicki Davis on 28 Aug 13
     
    Excellent post by Eric Sheninger about what parents should do when starting back to school. You should share it with your staff.
Vicki Davis

Worlds of Learning | Worlds of Making @ NMHS - 1 views

worlds-of-learning.com/...worlds-of-making-nmhs-3

education maker_projects makerspace invent2learn

shared by Vicki Davis on 02 Dec 13 - No Cached
  • Vicki Davis on 02 Dec 13
     
    Laura Fleming is using Makerspace in her classroom. She's at New Milford HIgh School -- a place led by one of the best principals in the business, Eric Sheninger (his new book is awesome - out in January). Laura is using Mozilla's Web Literacy Standard and her Makerspace which includes robotics, stop motion animation and "Molecular gastronomy" and more. Wow. I'm fascinated. Take a look. "Setting up a Makerspace has been a priority of mine from the moment I started here at New Milford High School, and it's already well on its way to being achieved. Having a school principal who provides the perfect mix of encouragement and autonomy has, of course, been a great help, but it has also been very much a team effort: the school's tech team and custodians have been very supportive and cooperative, along with a diverse variety of students interested in 'making' experiences. At the heart of the vision for my Makerspace is to develop the space and to provide resources and opportunities that will aid in promoting web literacy.  These components encompass Mozilla's Web Literacy Standard.  The standard is make up of three key elements:  exploring, building and connecting and focuses on reading, writing and participating on the web.   "
Vicki Davis

Guaranteach - A Better Way to Learn - 0 views

www.guaranteach.com/index.php

education learning math

shared by Vicki Davis on 18 Mar 09 - No Cached
  • Vicki Davis on 18 Mar 09
     
    Just received the press release on this new one. $4.95 a month and you have access to videos to help with homework. There is a growing business based upon videos for learning -- that is because kids clamor for them. Textbooks, and teachers need to see the value in things like Eric Marco's Mathtrain.tv and other screencasting for teaching. Have the kids make their own tutorials for one another -- or you can just subscribe, I guess.
Vicki Davis

K12 Online Conference 2008 | KICKING IT UP A NOTCH KEYNOTE"Time to Grow" - 0 views

k12onlineconference.org/?p=293

education learning web2.0 keynote k12online2008 all_teachers web2

shared by Vicki Davis on 27 Oct 08 - Cached
  • Vicki Davis on 27 Oct 08
     
    K12 online keynote about kicking it up a notch. This video stars some of Julie's and my friends around the world - Clarence Fisher, Kim Cofino, John Turner, Chrissy Hellyer, Eric Marcos, Ernie Easter... and more. We had fun making it!! (As you'll see w/ the suprise near the end.)
eric larsen

Globalization of food: anyone have good resources for elementary age kids - 20 views

Thanks, I haven't yet but I will. Thanks for the help! Ruth Howard wrote: > Thanks for that link Chris Jess! > Eric Larsen have you viewed BBC (UK) at all? I know they have a real range of ages...

globalization of food saving seeds monsanto

started by eric larsen on 21 Mar 09 3 follow-ups, last by eric larsen on 24 Mar 09
Vicki Davis

iPhone, iPad and iPod touch Apps for (Special) Education - 12 views

www.scribd.com/...uch-Apps-for-Special-Education

education ipad ipadchat iphone byod bestpractices

shared by Vicki Davis on 18 Aug 10 - Cached
  • Vicki Davis on 10 Dec 13
     
    "Eric Sailers has written a book you can download for free with more than 100 apps for special education teachers to use with kids on the iphone, ipad, and ipod touch.
Vicki Davis

Control Alt Achieve: 11 Ways to Teach Math with Google Drawings - 0 views

www.controlaltachieve.com/...math-google-drawings.html

5ideafriday technology math Gsuite

shared by Vicki Davis on 05 Jul 17 - No Cached
  • Vicki Davis on 05 Jul 17
     
    Some neat ideas from Eric Curts on how to teach Math with Google Drawings. the post includes templates and examples. Wow.
Vicki Davis

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 3 views

harvardmagazine.com/...twilight-of-the-lecture

education learning research news bestpractices

shared by Vicki Davis on 21 Feb 12 - No Cached
  • Vicki Davis on 21 Feb 12
     
    An article from Harvard Magazine on the Twilight of the lecture. There are measurable improvements when you move to interactive learning: "Interactive learning triples students' gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur's spirits, and by many other assessments as well. It has other salutary effects, like erasing the gender gap between male and female undergraduates. "If you look at incoming scores for our male and female physics students at Harvard, there's a gap," Mazur explains. "If you teach a traditional course, the gap just translates up: men gain, women gain, but the gap remains the same. If you teach interactively, both gain more, but the women gain disproportionately more and close the gap." Though there isn't yet definitive research on what causes this, Mazur speculates that the verbal and collaborative/collegial nature of peer interactions may enhance the learning environment for women students."
Brendan Murphy

Education Week: Merit Pay Found to Have Little Effect on Achievement - 2 views

www.edweek.org/...05pay_ep.h30.html

shared by Brendan Murphy on 28 Sep 10 - No Cached
  • She anticipated that teachers might work even harder over the short term to win bonuses
    • Brendan Murphy
      Brendan Murphy on 28 Sep 10
       
      I think that is the point that teachers already do work as hard as they can.
  • how incentives change the teaching corps through entrance and exits,” said Eric A. Hanushek, a professor of economics at the Hoover Institution at Stanford University. “The study has nothing to say about this.”
  • t remains unclear how far the findings can be extrapolated to incentives with more features, such as professional development, differentiated roles, or a new teacher-evaluation system.
    • Brendan Murphy
      Brendan Murphy on 28 Sep 10
       
      I believe there have been studies saying if we incentivise actions that we know make people better then they will do those actions. I think it was the Time article earlier in 2010 when they reviewed the incetives for students. Giving student money for an A didn't help, but giving students money to do homework or not disrupt the class did help.
Vicki Davis

A Journey of the Heart: The Call to Teaching. - 0 views

eric.ed.gov/...detailmini.jsp

all_teachers education research researcher_thoughtleader teaching

shared by Vicki Davis on 22 Sep 08 - Cached
  • Vicki Davis on 22 Sep 08
     
    Essays about teaching. Excellent for those who work with teachers.
  • Vicki Davis on 22 Sep 08
     
    A set of essays on the nature and nobility of teaching. You can download the text of this on this site.
nathalie ettzevoglou

Arab-Israeli conflict - Basic facts - 0 views

www.science.co.il/Arab-Israeli-conflict.asp

shared by nathalie ettzevoglou on 07 Apr 08 - Cached
  • Arab-Israeli Conflict: Basic Facts
    • nathalie ettzevoglou
      nathalie ettzevoglou on 07 Apr 08
       
      in combination with Eric Emmanuel-Schmitt's "Monsieur Ibrahim and the Flowers of the Koran"
Jeremy Davis

Future of Education - 0 views

www.eric.ed.gov/...08.pdf

future of education education technology future online learning

shared by Jeremy Davis on 11 May 09 - No Cached
  • Jeremy Davis on 11 May 09
     
    A very solid paper on the future of education and the technological forces that are driving change.
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.
  • 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
  • ...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.
  • 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.
  • 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.
  • 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.
  • 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
  • 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.
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