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Ed Webb

Does Your Language Shape How You Think? - NYTimes.com - 13 views

www.nytimes.com/...29language-t.html

language epistemology psychology

shared by Ed Webb on 14 Aug 11 - Cached
  • Some 50 years ago, the renowned linguist Roman Jakobson pointed out a crucial fact about differences between languages in a pithy maxim: “Languages differ essentially in what they must convey and not in what they may convey.” This maxim offers us the key to unlocking the real force of the mother tongue: if different languages influence our minds in different ways, this is not because of what our language allows us to think but rather because of what it habitually obliges us to think about.
  • When your language routinely obliges you to specify certain types of information, it forces you to be attentive to certain details in the world and to certain aspects of experience that speakers of other languages may not be required to think about all the time. And since such habits of speech are cultivated from the earliest age, it is only natural that they can settle into habits of mind that go beyond language itself, affecting your experiences, perceptions, associations, feelings, memories and orientation in the world.
  • When speakers were asked to grade various objects on a range of characteristics, Spanish speakers deemed bridges, clocks and violins to have more “manly properties” like strength, but Germans tended to think of them as more slender or elegant. With objects like mountains or chairs, which are “he” in German but “she” in Spanish, the effect was reversed.
  • ...6 more annotations...
  • once gender connotations have been imposed on impressionable young minds, they lead those with a gendered mother tongue to see the inanimate world through lenses tinted with associations and emotional responses that English speakers — stuck in their monochrome desert of “its” — are entirely oblivious to
  • one conclusion that seems compelling is that while we are trained to ignore directional rotations when we commit information to memory, speakers of geographic languages are trained not to do so
  • if you saw a Guugu Yimithirr speaker pointing at himself, you would naturally assume he meant to draw attention to himself. In fact, he is pointing at a cardinal direction that happens to be behind his back. While we are always at the center of the world, and it would never occur to us that pointing in the direction of our chest could mean anything other than to draw attention to ourselves, a Guugu Yimithirr speaker points through himself, as if he were thin air and his own existence were irrelevant
  • our experience of a Chagall painting actually depends to some extent on whether our language has a word for blue
  • some languages, like Matses in Peru, oblige their speakers, like the finickiest of lawyers, to specify exactly how they came to know about the facts they are reporting. You cannot simply say, as in English, “An animal passed here.” You have to specify, using a different verbal form, whether this was directly experienced (you saw the animal passing), inferred (you saw footprints), conjectured (animals generally pass there that time of day), hearsay or such. If a statement is reported with the incorrect “evidentiality,” it is considered a lie. So if, for instance, you ask a Matses man how many wives he has, unless he can actually see his wives at that very moment, he would have to answer in the past tense and would say something like “There were two last time I checked.” After all, given that the wives are not present, he cannot be absolutely certain that one of them hasn’t died or run off with another man since he last saw them, even if this was only five minutes ago. So he cannot report it as a certain fact in the present tense. Does the need to think constantly about epistemology in such a careful and sophisticated manner inform the speakers’ outlook on life or their sense of truth and causation?
  • The habits of mind that our culture has instilled in us from infancy shape our orientation to the world and our emotional responses to the objects we encounter, and their consequences probably go far beyond what has been experimentally demonstrated so far; they may also have a marked impact on our beliefs, values and ideologies. We may not know as yet how to measure these consequences directly or how to assess their contribution to cultural or political misunderstandings. But as a first step toward understanding one another, we can do better than pretending we all think the same.
Ted Sakshaug

FunnelBrain - Answers, Questions, Flashcards | AP Calculus, AP History, AP Psychology, ... - 0 views

www.funnelbrain.com

flashcards resources Review tools funnelbrain learning education curriculum

shared by Ted Sakshaug on 04 Jun 09 - Cached
  • Ted Sakshaug on 04 Jun 09
     
    create and share flashcards
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
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  • 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.
anonymous

Education Week: Graduation Rate Trends 1996-2006 - 0 views

www.edweek.org/...gradrate_trend.html

graduation

shared by anonymous on 09 Jun 09 - Cached
  • anonymous on 09 Jun 09
     
    OH my...I don't know the answer, but it can't be just "more of the same"
  • anonymous on 09 Jun 09
     
    interactive map showing graduation rates by state. SHOCKING!
Ed Webb

Filtering Reality - The Atlantic (November 2009) - 3 views

www.theatlantic.com/...augmented-reality

shared by Ed Webb on 13 Oct 09 - Cached
  • The harder answer, but ultimately the correct one, would be to strengthen our society’s ability to tolerate diverse viewpoints—to encourage not muddy centrism, but a basic ability to hear out, and to see, fellow citizens with a measure of respect.
    • Ed Webb
      Ed Webb on 13 Oct 09
       
      Which is where the educators and media have work to do.
Suzie Nestico

12 Rules for Writing Great Letters to Request Action - Wrightslaw - 1 views

www.wrightslaw.com/...12rules_letters.htm

education curriculum writing language letter writing special education

shared by Suzie Nestico on 27 Mar 11 - Cached
  • 4. You negotiate with the school for special education services.
    • Suzie Nestico
      Suzie Nestico on 27 Mar 11
       
      The purpose of the letter could vary.  This format can easily be used for a variety of issues.
  • 5. Never threaten. Never telegraph your punches!
  • Fear of the Unknown As a negotiator, one of the most powerful forces you have on your side is the "Fear of the Unknown." When you threaten, you are telling the other side what you plan to do. If you tell them what you plan to do, you have told them how to protect themselves. At that moment, you lose your advantage - which is the wonderful, powerful Fear of the Unknown. Never telegraph your punches – you will destroy their power and effectiveness. 
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  • 6. Make several (unpleasant but necessary) assumptions.
  • 7. Make your problem unique.
  • 8. You ARE writing letters to a Stranger who has the power to resolve the problem
  • 9. Write letters to the school as business letters.
    • Suzie Nestico
      Suzie Nestico on 27 Mar 11
       
      Again, writing does not have to be simply for a school.  This can easily be adapted to any audience.
  • 10. NEVER make judgments.
  • 11. Write your letter chronologically.
  • 2. Write letters that are clear and easy to understand.
  • Before you write a letter, you need answer these questions.
  • 2. Your First Letter is Always a Draft
  • 3. Allow for "cooling off" and revision time.
Brendan Murphy

Homework: An unnecessary evil? … Surprising findings from new research - The ... - 18 views

www.washingtonpost.com/...ing-findings-from-new-research

homework research kohn alfie

shared by Brendan Murphy on 03 Oct 14 - No Cached
  • six hours a day of academics are enough, and kids should have the chance after school to explore other interests and develop in other ways — or be able simply to relax in the same way that most adults like to relax after work;
    • Brendan Murphy
      Brendan Murphy on 03 Oct 14
       
      My only problem with this is that too many adults see relaxing after school as watching TV and drinking beer.
  • translated as “A relentless regimen of after-school drill-and-skill can raise scores a wee bit on tests of rote learning.”)
  • Even if homework were a complete waste of time, how could it not be positively related to course grades?
  • Walter Antoniotti on 02 Nov 14
     
    FDR's private school president listed these four missions for his students ranked by importance. 1) Religion 2) Character 3) Athletics 4) Academics His president at Harvard felt and required a few basic courses and then students should take what they want. The social science and math teachers created well rounded to keep their jobs, I could care if my layer or doctor is well rounded, me, I want success!
Caroline Bucky-Beaver

Code of Best Practices in Fair Use for Media Literacy Education - 1 views

wwwdev.ncte.org/...fairusemedialiteracy

medialiteracy bestpractices copyright fairuse 5 principles 2008 digitalcitizenship

shared by Caroline Bucky-Beaver on 12 Nov 08 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances -- especially when the cultural or social benefits of the use are predominant. It is a general right that applies even in situations where the law provides no specific authorization for the use in question -- as it does for certain narrowly defined classroom activities.
  • guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • code of best practices does not tell you the limits of fair use rights. Instead, it describes how those rights should apply in certain recurrent situations.
  • ...30 more annotations...
  • Media literacy education distinctively features the analytical attitude that teachers and learners, working together, adopt toward the media objects they study. The foundation of effective media analysis is the recognition that: All media messages are constructed.Each medium has different characteristics and strengths and a unique language of construction.Media messages are produced for particular purposes.All media messages contain embedded values and points of view.People use their individual skills, beliefs and experiences to construct their own meanings from media messages.Media and media messages can influence beliefs, attitudes, values, behaviors, and the democratic process. Making media and sharing it with listeners, readers, and viewers is essential to the development of critical thinking and communication skills. Feedback deepens reflection on one’s own editorial and creative choices and helps students grasp the power of communication.
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • Educators and learners in media literacy often make uses of copyrighted materials that stand far outside the marketplace, for instance, in the classroom, at a conference, or within a school-wide or district-wide festival. Such uses, especially when they occur within a restricted-access network, do enjoy certain copyright advantages.
  • Law provides copyright protection to creative works in order to foster the creation of culture. Its best known feature is protection of owners’ rights. But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture.
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use? If the answers to these two questions are "yes," a court is likely to find a use fair. Because that is true, such a use is unlikely to be challenged in the first place.
  • Both key questions touch on, among other things, the question of whether the use will cause excessive economic harm to the copyright owner. Courts have told us that copyright owners aren’t entitled to an absolute monopoly over transformative uses of their works.
  • Another consideration underlies and influences the way in which these questions are analyzed: whether the user acted reasonably and in good faith, in light of general practice in his or her particular field.
  • Code of Best Practices in Fair Use for Media Literacy Education
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies. These practices are associated with K–12 education, higher education, and in classes given by nonprofit organizations. When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • These principles apply to all forms of media.
  • The principles apply in institutional settings and to non-school-based programs. 
  • The principles concern the unlicensed fair use of copyrighted materials for education, not the way those materials were acquired. 
  • where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media. Labels on commercial media products proclaiming that they are “licensed for home [or private or educational or noncommercial] use only” do not affect in any way the educator’s ability to make fair use of the contents—in fact, such legends have no legal effect whatsoever. (If a teacher is using materials subject to a license agreement negotiated by the school or school system, however, she may bebound by the terms of that license.)
  • TWO:  Employing Copyrighted Materials in Preparing Curriculum Materials
  • fairness of a use depends, in part, on whether the user tookmore than was needed to accomplish his or her legitimate purpose.
  • PRINCIPLES
  • ONE:  Employing Copyrighted Material in Media Literacy Lessons
  • The principles are all subject to a “rule of proportionality.” 
  • THREE:  Sharing Media Literacy Curriculum Materials
  • In materials they wish to share, curriculum developers should beespecially careful to choose illustrations from copyrighted media that are necessaryto meet the educational objectives of the lesson, using only what furthers theeducational goal or purpose for which it is being made.
  • FOUR:  Student Use of Copyrighted Materials in Their Own Academic and Creative Work
  • Students should be able to understand and demonstrate, in a mannerappropriate to their developmental level, how their use of a copyrighted workrepurposes or transforms the original. For example, students may use copyrightedmusic for a variety of purposes, but cannot rely on fair use when their goal is simplyto establish a mood or convey an emotional tone, or when they employ popular songssimply to exploit their appeal and popularity.
  • FIVE:  Developing Audiences for Student Work
  • If student work that incorporates, modifies, and re-presents existingmedia content meets the transformativeness standard, it can be distributed to wideaudiences under the doctrine of fair use.
  • Educators and learners in media literacy often make uses of copyrighted works outside the marketplace, for instance in the classroom, a conference, or within a school-wide or district-wide festival. When sharing is confined to a delimited network, such uses are more likely to receive special consideration under the fair use doctrine.
  • Especially in situations where students wish to share their work more broadly (by distributing it to the public, for example, or including it as part of a personal portfolio), educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • The ethical obligation to provide proper attribution also should be examined.
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond
  • MYTH:  Fair Use Is Just for Critiques, Commentaries, or Parodies. Truth:  Transformativeness, a key value in fair use law, can involve modifying material or putting material in a new context, or both. Fair use applies to a wide variety of purposes, not just critical ones. Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example. Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects.
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness. As the cases show, a transformative new work can be highly commercial in intent and effect and qualify under the fair use doctrine.
  • Caroline Bucky-Beaver on 12 Nov 08
     
    Great article outlining copyright, fair use and explaning the 5 principles of fair use in education.
Vicki Davis

Chat and real-time collaboration - Drive Help - 9 views

support.google.com/...2494891

education google drive news collaboration techintegrator

shared by Vicki Davis on 05 Oct 13 - No Cached
  • Vicki Davis on 05 Oct 13
     
    Little tip: "If you're a Google Apps administrator, note that disabling Google chat across your domain now disables chat in Drive" I think we have to work with chat. It would be nice if chat could be enabled or disabled by document but it is a whole-domain thing right now. I hate to see it disabled.
  • Derrall Garrison on 06 Oct 13
     
    I wish it wasn't a whole domain issue as well. We were allowing students to chat in docs and then noticed it wasn't working because it's now connected with Google chat. I also wish that there was an archive of the chat with some of the issues we've had.
Vicki Davis

A venture capitalist searches for the purpose of school. Here's what he found. - The Wa... - 7 views

www.washingtonpost.com/...-of-school-heres-what-he-found

edreform

shared by Vicki Davis on 07 Nov 15 - No Cached
  • Vicki Davis on 07 Nov 15
     
    "The most innovative country on the planet is blowing it. As we move full swing into an era of innovation, the United States should be educating to our creative strengths, but instead we're eroding the very characteristics that will enable our kids to thrive. We're setting kids up for a life without passion, purpose, or meaningful employment. Absent profound change, our country is a decade away from having 50 million chronically-unemployed young adults, adrift in life and awash in debt."
Martin Burrett

Study suggests an answer to young people's persistent sleep problems - 4 views

ukedchat.com/...study-suggests-sleep-problems

research sleep

shared by Martin Burrett on 30 Sep 17 - No Cached
  • Martin Burrett on 30 Sep 17
     
    "A collaborative research project involving James Cook University and the University of Queensland indicates high rates of sleep problems continuing through teenage years and into early adulthood - but also suggests a natural remedy."
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