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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.
Dean Mantz

Panther Country » Looking ahead; part I - 2 views

blogs.cds.ed.cr/...looking-ahead-part-i

Harry Grzelewski principal Looking Ahead 21st century learning change education administrator all_teachers bestpractices edu_trends technology

shared by Dean Mantz on 19 Apr 10 - Cached
  • Dean Mantz on 19 Apr 10
     
    HS principal, Harry Grzelewski, expresses his view on 21st Century Learning and instruction.
Michael Walker

YouTube - TEDxNYED - Chris Lehmann - 03/06/10 - 8 views

www.youtube.com/watch

Chris Lehmann TedxNNYED education reform learning

shared by Michael Walker on 20 Apr 10 - Cached
  • Michael Walker on 20 Apr 10
     
    Chris Lehmann, principal at Science Leadership Academy in Philadelphia, challenges educators as we explore the future of education.
Dave Truss

Shift to the Future: Digital Tools and Social Responsibility - 12 views

www.shift2future.com/...and-social-responsibility.html

mycomments PODs leadership technology wireless infrastructure techissues

shared by Dave Truss on 13 May 10 - No Cached
  • Dave Truss on 13 May 10
     
    bring together all our secondary school Principals to try to get to a shared understanding of the "digital" issues they face in their schools and how we might work together to address them. We met a few weeks ago and round-tabled to pull out the issues. I've included a subset below
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?  
Claude Almansi

Google boycotte Sudpresse.be! - lacapitale.be - 0 views

www.lacapitale.be/...otte-sudpresse-be-888050.shtml

Copiepress_v_Google Belgium copiepresse google sudpresse.be lacapitale.be la capitale

shared by Claude Almansi on 29 Sep 11 - No Cached
  • Claude Almansi on 29 Sep 11
     
    "Rédaction en ligne Publié le 15/07 à 16h48 Google a repris vendredi les hostilités contre des éditeurs de journaux en Belgique (dont Sudpresse), avec lesquels il est en conflit depuis 2006 à propos de son service Google Actualités, en cessant de référencer les sites de ces journaux sur son moteur de recherche principal. Une recherche effectuée vendredi avec les mots "Sudpresse" sur le célèbre moteur de recherche renvoie vers un article Wikipedia, mais plus vers votre site d'infos préféré. "
Claude Almansi

Dorothy Bishop - OSCCI - Oxford university page - 2 views

oscci.psy.ox.ac.uk/...dorothy-bishop

OSCCI Bishop Oxford Perth SLI Specific Language Impairment dyslexia Accessibility

shared by Claude Almansi on 11 Oct 11 - No Cached
  • Claude Almansi on 11 Oct 11
     
    "I am Professor of Developmental Neuropsychology and a Wellcome Principal Research Fellow at the Department of Experimental Psychology in Oxford and Adjunct Professor at The University of Western Australia, Perth. The primary aim of my research is to increase our understanding of why some children have specific language impairment (SLI), a condition diagnosed when the child has unusual difficulty in language acquisition, despite normal development in other areas. The approach taken in this programme is to obtain convergent evidence using a range of methods and populations. The question can be addressed at three levels: behavioural, neurological, and etiological. At th"
Jeff Johnson

Laptops on Expedition: Embracing Expeditionary Learning (Edutopia) - 0 views

www.edutopia.org/-school-expeditionary-learning

edutopia laptops Maine students learning

shared by Jeff Johnson on 30 Mar 09 - Cached
  • Jeff Johnson on 30 Mar 09
     
    At first, it may look like they're taking part in a graduation ceremony, but the students who march across the stage at Maine's Falmouth Audubon Society to shake hands with their principal and teachers aren't walking away with diplomas. They're walking away with tangible results of their learning. In this particular case, the eighty-five seventh graders from King Middle School in Portland each received a copy of "Fading Footprints," a CD-ROM they produced about Maine's endangered species. During the ceremony, which included thank-yous to teachers and experts who had helped on the project, some students explained the process. "I made sure all the links worked." Others talked a little about what they learned. "You can ask me anything about the harlequin duck." Then they all repaired to a courtyard for cake and punch.
Vicki Davis

Social Media Monitoring Tools: 26 Free Online Reputation Tools - 0 views

www.marketingpilgrim.com/...tools-for-buzz-monitoring.html

education learning technology edu_trends

shared by Vicki Davis on 07 Jun 09 - Cached
  • Vicki Davis on 07 Jun 09
     
    Really, there should be vice principals in schools who have the job to set up an RSS page to monitor this for their schools. Who is monitoring what people are saying about your business or organization? Do you care? You should!
Maggie Verster

Rethinking Homework - 0 views

www.alfiekohn.org/...rethinkinghomework.htm

homework education teaching school2.0

shared by Maggie Verster on 21 May 09 - Cached
  • Maggie Verster on 21 May 09
     
    This principal gives valuable ideas about the pros and cons of homework. Will go and check up on the research about it....
tee1962 Reagan

Home : ThinkWorks - 0 views

thinkandthrive.com/tw

shared by tee1962 Reagan on 16 Jul 09 - Cached
  • tee1962 Reagan on 16 Jul 09
     
    teacher principal training
Fred Delventhal

World Digital Library Home - 0 views

www.wdl.org/en

geographic library world reference international multilingual intercultural digitaldivide for:edtechtalk

shared by Fred Delventhal on 21 Apr 09 - Cached
  • Fred Delventhal on 21 Apr 09
     
    The World Digital Library (WDL) makes available on the Internet, free of charge and in multilingual format, significant primary materials from countries and cultures around the world. The principal objectives of the WDL are to: * Promote international and intercultural understanding; * Expand the volume and variety of cultural content on the Internet; * Provide resources for educators, scholars, and general audiences; * Build capacity in partner institutions to narrow the digital divide within and between countries.
Suzie Nestico

YouTube - TEDxPhilly - Chris Lehmann - Education is broken - 1 views

www.youtube.com/watch

TED lehmann tedxphilly education edreform standardized tests all_teachers bestpractices

shared by Suzie Nestico on 27 Mar 11 - No Cached
  • Encourage learning by allowing students to do things they are good at instead of restricting them. While that may sound elementary, Lehmann's speech carves out an innovative way to teach students success so they will strive for success in the post-graduate world.
    • Suzie Nestico
      Suzie Nestico on 27 Mar 11
       
      Principal of Science Leadership Academy in Philadelphia.  On PSSA standardized testing ~2:20 "What we are doing today today is worse than what you think.  We give them pretests and find out what they are worst in.  And then we give them more of that [and try to fix it]... iIt's only making sure you don't suck so much at the things you're bad at."
Madeline Binder

Free Giveaway: Proven Ways to Fund Your Classroom Science Supplies - 7 views

This book was complied after interviewing teachers, principals, PTA members and nonprofit experts. Most of the events raised between $10,000 to $20,0000. There is also information on grant writin...

administrator all_teachers science grants funding elementary middleschool highschool

started by Madeline Binder on 08 Apr 13 no follow-up yet
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.
Dave Truss

Reflections of an International Educator - 4 views

reflectionsofaninternationaleducator.blogspot.com/...onal-schools-principal-of.html

expat international-educator

shared by Dave Truss on 22 Jun 10 - Cached
  • The debate sparked more personal anecdotes, as students took part in a discussion that said much about their different cultures and how they viewed the world. Yet students at international schools rarely realize that such intercultural exchange is unusual in most places of learning, or that the skills they are learning in the classroom will help them become more empathetic adults, better at resolving conflicts.
  • Dave Truss on 22 Jun 10
     
    we have seen first hand that people share the same values - and seek that essential ingredient for a brighter future: the best for their children.
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