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Suzie Nestico

COMMON CORE MAPPING - Curriculum21 - 1 views

curriculum21.ning.com/...commoncoremapping

education administrator all_teachers bestpractices curriculum common core standards curriculum mapping

shared by Suzie Nestico on 27 Mar 11 - No Cached
  • Suzie Nestico on 27 Mar 11
     
    Common Core Mapping Discussions on the curriculum21 Ning.
Jackie Gerstein

Digital Literacy across the Curriculum handbook | futurelab - 12 views

www.futurelab.org.uk/...acy-across-curriculum-handbook

digital literacy bestpractices edu_trends curriculum

shared by Jackie Gerstein on 28 Jun 11 - No Cached
  • Jackie Gerstein on 28 Jun 11
     
    "Digital Literacy across the Curriculum handbook"
Jocelyn Chappell

The tags we're using - diigo - educators | Diigo Groups Forum - 0 views

groups.diigo.com/...2897

best_practice digital_citizenship techintegrator

shared by Jocelyn Chappell on 09 Apr 08 - Cached
  • Jocelyn Chappell on 09 Apr 08
     
    and the useful tags are: administrator all_teachers bestpractices edublogger grants curriculum history literature math science technology language edu_news edu_trends edu_newapp digitalcitizenship techintegrator professionaldevelopment edublog
Adrienne Michetti

Universal Design in Education: Principles and Applications - 11 views

www.washington.edu/...ud_edu.html

design universaldesign architecture environment principles pedagogy bestpractices techintegrator curriculum

shared by Adrienne Michetti on 01 Feb 10 - Cached
  • to make all aspects of the educational experience more inclusive
  • philosophical framework
  • include
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      I love that this is not just being restricted to technology, but is including spaces and texts.
  • ...39 more annotations...
  • Equitable use
  • Ronald Mace,
  • the design of products and environments to be usable to the greatest extent possible by people of all ages and abilities"
  • diversity and inclusiveness
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      This is very reminiscent of MYP.
  • seven principles for the universal design of products and environments
  • a design foundation for more accessible and usable products and environments
  • Flexibility in use
  • applications in educational settings: physical spaces, information technology (IT), instruction, and student services.
    • Adrienne Michetti
      Adrienne Michetti on 01 Feb 10
       
      ALL educators should be participating in UD.
  • Perceptible information
  • Tolerance for error
  • Low physical effort
  • Size and space for approach and use.
  • benefits all students
  • Simple and intuitive use
  • UD can be applied to physical spaces to ensure that they are welcoming, comfortable, accessible, attractive, and functional.
  • Output and Displays.
  • Input and Controls.
  • Manipulations.
  • Documentation.
  • Safety.
  • it is possible to create products that are simultaneously accessible to people with a wide range of abilities, disabilities, and other characteristics.
  • institutions can express the desire to purchase accessible IT and inquire about the accessibility features of specific products.
  • UDL as "a research-based set of principles that together form a practical framework for using technology to maximize learning opportunities for every student"
  • curriculum designers create products to meet the needs of students with a wide range of abilities, learning styles, and preferences.
  • Multiple means of representation
  • Multiple means of action and expression
  • Multiple means of engagement
  • the following first steps for curriculum developers and teachers:
  • Unfortunately, most educational software programs available today do not apply these recommendations. Instead of including flexible features that provide access to students with disabilities, they continue to unintentionally erect barriers to the curriculum.
  • Universal design can be applied to all aspects of instruction—teaching techniques, curricula, assessment
  • Class Climate.
  • Interaction.
  • Physical Environments and Products.
  • Delivery Methods.
  • Information Resources and Technology.
  • Feedback
  • Assessment.
  • Accommodation.
  • When universal design is applied, everyone feels welcome,
Dave Truss

What Makes a Master Teacher « The Principal of Change - 26 views

georgecouros.wordpress.com/...what-makes-a-master-teacher

teaching leadership studentteacher bestpractices learningconversations

shared by Dave Truss on 07 May 10 - Cached
  • Dave Truss on 07 May 10
     
    1. Connects with kids first 2. Teaches kids first and curriculum second 3. Ensures that they draw relevance to curriculum 4. Works with students to develop a love of learning 5. Embodies lifelong learning 6. Focuses on learning goals as opposed to perfomance goals 7. Ensures that "character education" is an essential part of learning 8. Passionate about the content they teach 9. A master teacher is a "school teacher" 10. Strong communication skills
Suzie Nestico

Five Myths About the Common Core - 8 views

hepg.org/513

commoncore CCSS Standards education Common Core Harvard administrator all_teachers bestpractices curriculum

shared by Suzie Nestico on 05 Nov 11 - No Cached
  • Myth #1 The Common Core State Standards are a national curriculum.
  • Myth #2 The Common Core State Standards are an Obama administration initiative.
  • Myth #3 The Common Core standards represent a modest change from current practice.
  • ...7 more annotations...
  • Myth #4 States cannot implement the Common Core standards in the current budget climate.
  • Myth #5 The Common Core State Standards will transform schools.
  • Standards are not curriculum: standards spell out what students should know and be able to do at the end of a year; curriculum defines the specific course of study—the scope and sequence—that will enable students to meet standards.
  • States are building the assessments, and once the assessments are in place, they will be administered and operated by states. They are not federal tests.
  • In preparation for adoption of the Common Core standards, several states conducted analyses that found considerable alignment between them and their current standards
    • Suzie Nestico
      Suzie Nestico on 05 Nov 11
       
      Pennsylvania has same findinggs in its analysis of alignment of PA academic standards - closely aligned, ELA more than Math.
  • And officials in 76 percent of districts in Common Core states said in a survey released in September 2011 by the Center on Education Policy that inadequate funds for implementation was a major challenge.
  • But to have an effect on the day-to-day interaction between students and teachers, and thus improve learning, states and districts will have to implement the standards. That will require changes in curricula and assessments to align with the standards, professional development to ensure that teachers know what they are expected to teach, and ultimately, changes in teacher education so that all teachers have the capability to teach all students to the standards. The standards are only the first step on the road to higher levels of learning.
  • Suzie Nestico on 05 Nov 11
     
    What I've encountered most in dealing with colleagues is the fear and the notion that this is just another five to ten year fad in education. It is important first to help others understand CCSS are not a quick-fix or an answer. In some ways, CCSS take us back to what good teaching looks. Ultimately, aside from the budgetary concerns with implementation, perhaps the other greatest struggle here will be the state-level assessment of the CCSS. In order for states to get it right, there needs to adequate time devoted to determining adequate assessment, not drill-and-kill. Broad, interconnected, higher-order thinking cannot be bubbled-in. Period.
Vicki Davis

Curriculum Exemplars | EngageNY - 7 views

engageny.org/...curriculum-exemplars

commoncore teaching education engchat mathchat english_teacher math_teacher math curriculum bestpractices professionaldevelopment

shared by Vicki Davis on 07 Aug 12 - No Cached
  • Vicki Davis on 07 Aug 12
     
    Engage NH has some examples of lessons that they consider exemplars for English Language arts grades 6-12 and math grades 1,2,7, and high school. IF you're looking to see what this looks like in practice, here are some that you'll want to review.
Suzie Nestico

The Super Book of Web Tools for Educators - 29 views

issuu.com/...ook_of_web_tools_for_educators

web2.0 tools education all_teachers curriculum edu_trends bestpractices technology digitalcitizenship edublog

shared by Suzie Nestico on 10 Mar 11 - No Cached
  • Suzie Nestico on 10 Mar 11
     
    Collaborative book written by education professionals and teachers with descriptions of a vast array of technology tools for all levels of the K-12 curriculum.  P. 67 - Addresses school filtering and CIPA.
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

Common Core Curriculum Resources - List | Diigo - 1 views

www.diigo.com/...mmon-core-curriculum-resources

education math commoncore news bestpractices edu_trends

shared by Vicki Davis on 25 Mar 13 - No Cached
  • Vicki Davis on 25 Mar 13
     
    Darren Burris, a math teacher at Boston Collegiate Charter School, has a list of 186 items for Common Core Resources on his Diigo list. He's someone you'll want to follow on Diigo.
Vicki Davis

OpenStax College - 0 views

openstaxcollege.org

education edreform ebook opened openeducation oer oer12hf bestpractices

shared by Vicki Davis on 12 Apr 12 - No Cached
  • Vicki Davis on 12 Apr 12
     
    Free open textbooks that are peer reviewed to be of higher calibre. Free online and low-cost in print. If you're looking at options, this is where you should go (if you're curriculum director or administrator.) Start here for free open textbooks.
Vicki Davis

CO14: Reinventing Writing: The 9 Tools that are changing how to teach Online Class by V... - 5 views

www.wiziq.com/...that-are-changing-how-to-teach

education free online_course teaching pd all_teachers bestpractices

shared by Vicki Davis on 05 Feb 14 - No Cached
  • Vicki Davis on 05 Feb 14
     
    CO14 is happening this weekend and so many great people are presenting. It runs from February 7-9 and is free. My session is sharing how writing has been reinvented as I share the 9 tools that have changed how we teach forever (a sneak preview of my book coming out in May.) If you teach writing, work with curriculum or teach, feel free to join in. The session is at 8 am EST on Saturday morning, February 8. Anyone can join. Lots of amazing presenters are speaking so check it out.
Vicki Davis

Resolution on the Importance of Journalism Courses and Programs in English Curricula - 1 views

www.ncte.org/...journalismincurr

education journalism newspapers research bestpractices

shared by Vicki Davis on 31 Oct 13 - Cached
  • Vicki Davis on 31 Oct 13
     
    If you need "proof" of the merit of journalism programs, look no further than the "enemy" that has been the excuse for killing many journalism programs -- test scores. Read this NCTE position paper about journalism in the curriculum which states: "It is important to note that a body of research provides data showing that students who participate in journalism programs do better on testing and college language arts courses. In Journalism Kids Do Better (Dvorak, Lain, Dickson), research shows students who take journalistic writing courses score higher on the Advanced Placement English Language and Composition exam than students who take only AP or honors English courses. They also score higher on college entrance exams such as the ACT. "We've done a number of research studies that show that high school journalism is equal to or exceeds standard English [courses], Dvorak said. "Journalism students' writing skills, their sensitivity to audience, their use of grammar, punctuation, spelling, their concern with accuracy, their use of sources -- all of these things tended to be significantly higher in their performances."" I would also argue that many students who are not reached by AP or honors courses can be highly engaged in journalistic pursuits. If you want a strong writing program, make sure you have a school newspaper. Share this with your newspaper and annual staff advisors to help reinforce the merit of journalism programs with your board of education and administrators.
Vicki Davis

CPR in Schools - 0 views

www.heart.org/...ols_UCM_453682_SubHomePage.jsp

education health health_teacher cpr bestpractices edu_news

shared by Vicki Davis on 21 Oct 13 - No Cached
  • Vicki Davis on 21 Oct 13
     
    Train your students in CPR. This is a great thing to share with your health classes. The curriculum is here for you. "The easy-to-use CPR in Schools Training Kit is designed just for schools.  It contains everything needed to train 10 students at once in CPR.  Repeat the process to train a class, a grade - or even an entire school! The CPR in Schools Training Kit is portable, allowing for convenient movement from classroom to classroom and easy storage. One CPR in Schools Training Kit can train hundreds of students!"
Dean Mantz

HippoCampus - Homework and Study Help - Free help with your algebra, biology, environme... - 1 views

www.hippocampus.org

algebra math resources science education history homework elearning tutorials all_teachers bestpractices techintegrator curriculum

shared by Dean Mantz on 24 Nov 08 - Cached
  • Dean Mantz on 24 Nov 08
     
    There are interactive multimedia material for classroom integration in numerous curriculum areas.
David Hilton

Common Core - Working to Bring Exciting, Comprehensive, Content-Rich Instruction to Eve... - 2 views

www.commoncore.org/index.php

administrator all_teachers bestpractices edublogger curriculum history literature language edu_trends digitalcitizenship professionaldevelopment edublog core knowledge core knowledge

shared by David Hilton on 12 Jan 10 - Cached
  • David Hilton on 12 Jan 10
     
    We believe that a child who graduates from high school without an understanding of culture, the arts, history, literature, civics, and language has in fact been left behind. So to improve education in America, we're promoting programs, policies, and initiatives at the local, state, and federal levels that provide students with challenging, rigorous instruction in the full range of liberal arts and sciences.
  • David Hilton on 12 Jan 10
     
    Very heartening to see a growing movement advocating a knowledge-rich, intellectually rigorous curriculum for schools. They've got the funds to hire good photographers and models with nice skin, too.
Melinda Waffle

dy/dan » Blog Archive » My TEDxNYED Session - Math Curriculum Makeover - 3 views

blog.mrmeyer.com/?p=6548

math curriculum youtube blog bestpractices

shared by Melinda Waffle on 20 Apr 10 - Cached
  • Melinda Waffle on 20 Apr 10
     
    Dan Meyer's TEDxNYED session about teaching math. Very thought provoking for any level of math teacher.
Michael Johnson

Writing Can Improve Reading Skill, Study Finds - Curriculum Matters - Education Week - 14 views

blogs.edweek.org/...ng_can_improve_reading_sk.html

writing reading education improve bestpractices

shared by Michael Johnson on 19 Apr 10 - Cached
  • Michael Johnson on 19 Apr 10
     
    Specific writing strategies can play an important role in boosting reading comprehension. That's the bottom-line finding of a new analysis of research. The report, out today from the Carnegie Corporation of New York, says that teachers can improve students' reading skills by having them write about what they are reading, teaching them writing skills, and increasing how much they write.
Liane Benedict

http://www.speedofcreativity.org/2010/05/03/lets-build-openly-licensed-digital-curricul... - 5 views

ht.ly/1JJlR

speedofcreativity technology techintegrator bestpractices edu_trends professionaldevelopment curriculum

shared by Liane Benedict on 12 May 10 - Cached
  • Liane Benedict on 12 May 10
     
    wiki onlinelearning blendedlearning
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