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Ruth Howard

METAVERSEDLTD.COM - 0 views

www.metaversedltd.com

administrator all_teachers bestpractices edublogger middleschool web2

shared by Ruth Howard on 24 Apr 09 - Cached
  • Ruth Howard on 24 Apr 09
     
    Peggy Sheehy beaut lesson ideas here, Peggy has given her students a voice in the web 2.0 site blocking debate.Her inspirational sources are linked here. Her students just won a Net Generation Education project competition with their digital story: No Future Left Behind.
Nelly Cardinale

PowerPoint Lessons - 0 views

teach.fcps.net/...PowerPoint.htm

powerpoint templates education jeopardy activities ppt interactive

shared by Nelly Cardinale on 19 Apr 09 - Cached
  • Nelly Cardinale on 19 Apr 09
     
    Ideas on making Powerpoint Interactive by adding slide with questions in the style of Jeopardy, Who wants to be a Millionaire and Hollywood squares
Ted Sakshaug

Pete's Power Point Station - A Collection of FREE Presentations in PowerPoint format ... - 0 views

www.pppst.com/index.html

education PowerPoint Activities lessons

shared by Ted Sakshaug on 15 Apr 09 - Cached
  • Jim Farmer on 15 Apr 09
     
    A Collection of FREE Presentations in PowerPoint format for K-12 Teachers and Students.
  • Ted Sakshaug on 29 Apr 09
     
    Presentations and activites in PowerPoint format
J Black

Free Foreign Language Lessons (Download to MP3 Player, iPod or Computer) | Open Culture - 0 views

www.oculture.com/...foreign_languag.html

language learning podcast languages education

shared by J Black on 04 Apr 09 - Cached
  • J Black on 04 Apr 09
     
    A great way to learn 37 languages for free. Spanish, French, English, Mandarin, Russian and much more. Why pay for Rosetta Stone when you can learn a new language for free.
Marie Coppolaro

Character Education - Free Resources, Materials, Lesson Plans - 1 views

www.goodcharacter.com/index.html

character_education virtues

shared by Marie Coppolaro on 05 Apr 09 - Cached
  • Marie Coppolaro on 05 Apr 09
     
    teaching character education and virtues K-12
Anne Bubnic

ReadWriteThink: Media Messages - 0 views

www.readwritethink.org/...calendar_day.asp

lesson plan media literacy bestpractices

shared by Anne Bubnic on 04 Aug 09 - Cached
  • Anne Bubnic on 04 Aug 09
     
    n his memoir Dreams from My Father, Obama describes an incident in which he, as a young boy, "came across the picture in Life magazine of the black man who had tried to peel off his skin" (51). Seeing the devastating effect negative messages about being African American had on this man, Obama "began to notice that [Bill] Cosby never got the girl on I Spy, that the black man on Mission Impossible spent all his time underground. [He] noticed that there was nobody like [him] in the Sears, Roebuck Christmas catalog ... and that Santa was a white man" (52).
Fabian Aguilar

What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views

roomfordebate.blogs.nytimes.com/...what-do-school-tests-measure

nytimes all_teachers math science

shared by Fabian Aguilar on 12 Aug 09 - Cached
  • According to a New York Times analysis, New York City students have steadily improved their performance on statewide tests since Mayor Michael Bloomberg took control of the public schools seven years ago.
  • Critics say the results are proof only that it is possible to “teach to the test.” What do the results mean? Are tests a good way to prepare students for future success?
  • Tests covering what students were expected to learn (guided by an agreed-upon curriculum) serve a useful purpose — to provide evidence of student effort, of student learning, of what teachers taught, and of what teachers may have failed to teach.
  • ...18 more annotations...
  • More serious questions arise about “teaching to the test.” If the test requires students to do something academically valuable — to demonstrate comprehension of high quality reading passages at an appropriate level of complexity and difficulty for the students’ grade, for example — then, of course, “teaching to the test” is appropriate.
  • Reading is the crucial subject in the curriculum, affecting all the others, as we know.
  • An almost exclusive focus on raising test scores usually leads to teaching to the test, denies rich academic content and fails to promote the pleasure in learning, and to motivate students to take responsibility for their own learning, behavior, discipline and perseverance to succeed in school and in life.
  • Test driven, or force-fed, learning can not enrich and promote the traits necessary for life success. Indeed, it is dangerous to focus on raising test scores without reducing school drop out, crime and dependency rates, or improving the quality of the workforce and community life.
  • Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
  • lein. Mayor Bloomberg claims that more than two-thirds of the city’s students are now proficient readers. But, according to federal education officials, only 25 percent cleared the proficient-achievement hurdle after taking the National Assessment of Education Progress, a more reliable and secure test in 2007.
  • The major lesson is that officials in all states — from New York to Mississippi — have succumbed to heavy political pressure to somehow show progress. They lower the proficiency bar, dumb down tests and distribute curricular guides to teachers filled with study questions that mirror state exams.
  • This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
  • Test score gains among New York City students are important because research finds that how well one performs on cognitive tests matters more to one’s life chances than ever before. Mastery of reading and math, in particular, are significant because they provide the gateway to higher learning and critical thinking.
  • First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
  • Second, whatever the test score results, children in high poverty schools like the Promise Academy are still cut off from networks of students, and students’ parents, who can ease access to employment.
  • Reliable and valid standardized tests can be one way to measure what some students have learned. Although they may be indicators of future academic success, they don’t “prepare” students for future success.
  • Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
  • Many teachers at high-performing, high-poverty schools have said they use student test scores as diagnostic tools to address student weaknesses and raise achievement.
  • The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
  • While it is imperative that even the least accomplished students have sufficient reading and calculating skills to become self-supporting, these are nonetheless the students with, overall, the fewest opportunities in the working world.
  • Regardless of how high or low we choose to set the proficiency bar, standardized test scores are the most objective and best way of measuring it.
  • The gap between proficiency and true comprehension would be especially wide in the case of the brightest students. These would be the ones least well-served by high-stakes testing.
Deb Henkes

The Differentiator - 1 views

www.byrdseed.com/differentiator

differentiation differentiator differentiatedinstruction CEI

shared by Deb Henkes on 01 Aug 09 - Cached
  • Jason Heiser on 01 Aug 09
     
    Differentiating objectives
  • Dean Mantz on 15 Jul 10
     
    Byrdseed Gifted lessons provides this tool to create your own Bloom's based thinking standards.
  • Deb Henkes on 24 Feb 12
     
    This is a tool that teachers can use to create objectives for differentiation. 
Maggie Verster

Great Critical Thinking lesson - 0 views

opensessiononcriticalthinking.blogspot.com

criticalthinking school2.0 education lessonplans

shared by Maggie Verster on 17 Aug 09 - Cached
  • Maggie Verster on 17 Aug 09
     
    OBJECTIVES 1. Recognize reasons and conclusions 2. Recognize unstated assumptions 3. Draw conclusions 4. Appraise evidence 5. Evaluate statements 6. Judge whether conclusions are warranted
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