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Tony Richards

The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views

www.theatlantic.com/...good-teaching

what makes a good teacher good article read

shared by Tony Richards on 04 Feb 10 - Cached
  • Tony Richards on 04 Feb 10
     
    "What Makes a Great Teacher? Image credit: Veronika Lukasova Also in our Special Report: National: "How America Can Rise Again" Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke. Video: "One Nation, On Edge" James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths. Interactive Graphic: "The State of the Union Is ..." ... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown Chart: "The Happiness Index" Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math. One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked. The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so. Video: Four teachers in Four different classrooms demonstrate methods that work (Courtesy of Teach for America's video archive, available in February at teachingasleadership.org) At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one). After a year in Mr. Taylo
Vicki Davis

Committee on Education and Labor - 0 views

edlabor.house.gov

education learning technology edu_news

shared by Vicki Davis on 15 Jun 09 - Cached
  • Vicki Davis on 15 Jun 09
     
    From the Committee on Education and Labor here in the US. Mark your calendars! This is June 16 at 10 am EDT. "WASHINGTON, D.C. - The House Education and Labor Committee will hold a hearing on Tuesday, June 16 to examine how technology and innovative education tools are transforming and improving education in America. Immediately following the hearing, members of the media are invited to attend an education technology demonstration where they can have hands-on experience using cutting-edge education technology products. WHAT: Hearing on "The Future of Learning: How Technology is Transforming Public Schools" WHO: Jennifer Bergland, chief technology officer, Bryan Independent School District, Bryan, TX Aneesh Chopra, chief technology officer, White House Office for Science and Technology Dr. Wayne Hartschuh, executive director, Delaware Center for Educational Technology, Dover, DE Scott Kinney, vice president, Discovery Education, Silver Spring, MD John McAuliffe, general manager, Educate Online Learning, LLC, Baltimore, MD Lisa Short, science teacher, Gaithersburg Middle School, Montgomery County Public Schools, Gaithersburg, MD Abel Real, student, East Carolina University, Greenville, NC WHEN: Tuesday, June 16, 2009 10:00 a.m., EDT WHERE: House Education and Labor Committee Hearing Room 2175 Rayburn House Office Building Washington, D.C. **Note: This hearing will be webcast live from the Education and Labor Committee website. You can access the webcast when the hearing begins at 10:00 am EDT from http://edlabor.house.gov**"
Dave Truss

ELT notes: IWBs and the Fallacy of Integration - 7 views

eltnotes.blogspot.com/...nd-fallacy-of-integration.html

learning technologyintegration leadership mycomments

shared by Dave Truss on 20 Apr 10 - Cached
  • motivation and control. One seems to need the other, apparently. Keep the students motivated and you are a great teacher in control of the learning process. But we miss the point. Motivation has a short-term effect. New things will be old again. If we equal motivation with learning we will cling too much to it and direct our best efforts (and school budget) to gaining back control. A useless cycle that can lead us to consider extremely double-edged ideas like paying students to keep them learning.
  • We need autonomous, self-motivated students in love with the process of how humanity has learnt.
  • There is a underlying idea in the framing of our questions that needs unlearning. The belief that there are "levels", layers of complexity, hierarchies that we can detect and... well, control. But wait! Isn't that the very old way we want to truly change with new technologies?
  • ...9 more annotations...
  • We already know it's about shifting power. Tight teacher control is a hindrance to foster empowered students who own their learning paths. We need to be aware of the old way finding its way to surface in what we question.
  • Tech is tech no matter what it does. It's innovative in its nature.
  • We can tell by the huge resistance to it. If there is no resistance in the process, we are probably facing improvements and weighing their gains in efficiency points. Good enough, only it is not an innovation. Innovation is not about "more or better", it's about "different".
  • What is the school picture today? What does my working context look like?I see an illusion that technology is to be bought, taught, used in class and then we can expect everyone to be happy. This false assumption seems to be guiding managerial decisions. This is the same old story behind the idea of technology "integration".
  • I doubt formal courses can make people adopt informal ways of learning. Courses could change teacher behaviour and leave their mindset untouched.
  • students are not digital natives. They know very little about educational uses of the technology they have been using for entertainment purposes only. They are quite ready to resist thoughtful, time consuming uses of the same technology. Particularly if they have had no part in choosing or deciding together with the teacher how we would use it.
  • First things first. Stay out of the tug-of-war. It is not a moment to think if the school is wrong in imposing it and teachers are right in resisting it. It's probably the moment to get together and go ahead purposefully. This is short-term thinking, though. Somehow teachers need to communicate to managers that the buy-don't-ask is an unhealthy approach from now on.
  • Ideally, we should envision a future where authorities engage teachers in conversations before buying.
  • Innovative teaching practices require innovative management practices. Let's think of adoption models that rely on having one-to-one conversations with teachers, experimenting together, asking them how far they feel they need mentoring, identifying what makes teachers happy at work.
  • Dave Truss on 20 Apr 10
     
    We need autonomous, self-motivated students in love with the process of how humanity has learnt.
Claude Almansi

Digital Promise - Knowledge. Technology. Possibility. - 0 views

www.digitalpromise.org

Digital Promise education technology digital educators innovators researchers citizens

shared by Claude Almansi on 29 Sep 11 - Cached
  • Claude Almansi on 29 Sep 11
     
    "A new national center founded to spur breakthrough technologies that can help transform the way teachers teach and students learn. Educators Empowering you with tools to help you reach every single student. Innovators Making it easier for you to turn a great idea into a product that delivers results for learners of all ages. Researchers Translating cutting-edge research on how we learn into cutting-edge technologies that can help us learn. Citizens Preparing Americans of all races, regions, and backgrounds to succeed in college and a career. ..."
Vicki Davis

One on One With a Teacher on the Leading Edge - 0 views

www.bamradionetwork.com/index.php

education news edreform bestpractices

shared by Vicki Davis on 30 Nov 13 - No Cached
  • Vicki Davis on 30 Nov 13
     
    A show I recorded with Dawn Casey-Rowe, an overcomer who is using technology (and kickboxing too). She gives advice on transforming classrooms to demands all teachers face. She shares her thoughts about leading, learning, and embracing education technology.
John Marr

Don't show, don't tell? - MIT News Office - 11 views

web.mit.edu/...teaching-children-0630.html

learning Pedagogy

shared by John Marr on 02 Jul 11 - No Cached
Tero Toivanen liked it
  • Don’t show, don’t tell? Cognitive scientists find that when teaching young children, there is a trade-off between direct instruction and independent exploration. Emily Finn, MIT News Office
  • It turns out that there is a “double-edged sword” to pedagogy: Explicit instruction makes children less likely to engage in spontaneous exploration and discovery.
  • The danger is leading children to believe that they’ve learned all there is to know, thereby discouraging independent discovery.
  • ...6 more annotations...
  • To study this phenomenon, the researchers built an original toy
  • they recruited 85 preschool-age children to interact with the toy under one of four conditions: pedagogical, interrupted, naïve and baseline.
  • In the pedagogical condition, the experimenter said, “Look at my toy! This is how my toy works,” and demonstrated the squeak function twice (but made no mention of the other functions).
  • Many children in the pedagogical condition failed to discover even one function in addition to the squeak, while children in the other three conditions found, on average, one or two functions they had not been taught. What’s more, children in the pedagogical condition spent less time playing with the toy — less than two minutes, on average — than children in the other conditions, whose times ranged from slightly more than two minutes in the naïve condition to longer than three minutes in the baseline condition.
  • “The whole double-edged sword concept is really interesting,” says Susan Gelman, a professor of psychology at the University of Michigan. “In almost any domain and across different cultures, we engage in spontaneous teaching. It doesn’t have to be in the classroom, we just naturally do this with young children — we show them how things are done, point out what’s important. This study shows how sensitive children are to the kind of cues that signal teaching.” Further experiments may want to examine differences in children’s behavior across cultures, she adds.
  • the study underscores the real-world trade-offs between education and exploration, and the importance of acknowledging what is unknown even while imparting what is known. Teachers should, where possible, offer the caveat that there may be more to learn.
  • John Marr on 02 Jul 11
     
    Recent study found that if you explain "all aspects" of a toy, children are less likely to discover new uses. If you allow them to "play and experiment" they will discover new a creative uses. This should be taken into account in teaching.
Vicki Davis

Ideas and Thoughts from an EdTech » Blog Archive » My ECMP 355 Comprehensive ... - 0 views

ideasandthoughts.org/...p-355-comprehensive-assessment

edu_news education professionaldevelopment

shared by Vicki Davis on 16 Apr 08 - Cached
  • Vicki Davis on 16 Apr 08
     
    Dean Shareski has done an outstanding job at creating a college level distance-learning course including many people around the world. See his honest reflections and statements about what his take on the class was. I applaud Dean for transparency and was very impressed with his set up and work.
  • Vicki Davis on 16 Apr 08
     
    Dean Shareski's self evaluation of his online course for pre-service teachers -- an excellent overview of the cutting edge.
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