The idea was to establish Idaho’s schools as a high-tech vanguard.
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The Atlantic Online | January/February 2010 | What Makes a Great Teacher? | Amanda Ripley - 14 views
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"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
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arXiv.org e-Print archive - 5 views
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"Physics Astrophysics (astro-ph new, recent, find) includes: Cosmology and Extragalactic Astrophysics; Earth and Planetary Astrophysics; Galaxy Astrophysics; High Energy Astrophysical Phenomena; Instrumentation and Methods for Astrophysics; Solar and Stellar Astrophysics Condensed Matter (cond-mat new, recent, find) includes: Disordered Systems and Neural Networks; Materials Science; Mesoscale and Nanoscale Physics; Other Condensed Matter; Quantum Gases; Soft Condensed Matter; Statistical Mechanics; Strongly Correlated Electrons; Superconductivity General Relativity and Quantum Cosmology (gr-qc new, recent, find) High Energy Physics - Experiment (hep-ex new, recent, find) High Energy Physics - Lattice (hep-lat new, recent, find) High Energy Physics - Phenomenology (hep-ph new, recent, find) High Energy Physics - Theory (hep-th new, recent, find) Mathematical Physics (math-ph new, recent, find) Nuclear Experiment (nucl-ex new, recent, find) Nuclear Theory (nucl-th new, recent, find) Physics (physics new, recent, find) includes: Accelerator Physics; Atmospheric and Oceanic Physics; Atomic Physics; Atomic and Molecular Clusters; Biological Physics; Chemical Physics; Classical Physics; Computational Physics; Data Analysis, Statistics and Probability; Fluid Dynamics; General Physics; Geophysics; History and Philosophy of Physics; Instrumentation and Detectors; Medical Physics; Optics; Physics Education; Physics and Society; Plasma Physics; Popular Physics; Space Physics Quantum Physics (quant-ph new, recent, find)"
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Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 8 views
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I'm not sure what this means, "High-tech Vangard," though I guess I understand why a state would want to make up a term like this and use it to label what they are trying to do.
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To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators.
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To me, the salient question is, "Are teachers and administrators less important than technology?" If they're not, then you find some other way to pay for the tech.
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And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
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OK, several comments here. 1. I have no problem with "less a lecturer." However, I do not advocate the elimination of lecture. It is one of many methods for teacher and learning. 2. The implication of the last part of the sentence is that the computer is becoming the/a teacher, delivering instruction. I do not agree with this characterization of technology. It is a tool for helping students learn, not for teaching them (with some exceptions). It extends the learners access to knowledge and skills...
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And some say they are opposed to shifting money to online classes and other teaching methods whose benefits remain unproved.
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My question here is, "Why are the requiring online classes?" If it is part of the "high-tech vangard" thing, then I don't really understand. If it is because they believe that it is more effective for learning, well, that's a complex issue that depends on so many things that have NOTHING to do with the state's legislature. If it is because students will be taking online courses in their future, and then need to learn to take online courses while in high school, then I can support that. I do not believe that it is appropriate to compare online courses to face-to-face courses. Fact is, sometime online is the only way you can access the knowledge/skills that you need. We need to be comfortable with that. But it has little to do with technology. It's learning!
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improve student learning.
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This is a phrase that irks me. I think that we should be using contemporary information and communication technologies for teaching and learning, because our prevailing information environment is networked, digital, and info-abundant. We should be using tech to make learning more relevant to our time...
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“I fought for my country,” she said. “Now I’m fighting for my kids.” Gov. C. L. Otter, known as Butch, and Tom Luna, the schools superintendent, who have championed the plan, said teachers had been misled by their union into believing the changes were a step toward replacing them with computers. Mr. Luna said the teachers’ anger was intensified by other legislation, also passed last spring, that eliminated protections for teachers with seniority and replaced it with a pay-for-performance system. Some teachers have also expressed concern that teaching positions could be eliminated and their raises reduced to help offset the cost of the technology. Mr. Luna acknowledged that many teachers in the state were conservative Republicans like him — making Idaho’s politics less black and white than in states like Wisconsin and New Jersey, where union-backed teachers have been at odds with politicians.
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The teacher does become the guide and the coach and the educator in the room helping students to move at their own pace.
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This is so far off the mark that I do not know where to begin. OK, here's what I would say. "Our children live in a time of rapid change. Therefore, they must become resourceful and relentless learners. Being a teacher in such classrooms requires an expanding array of skills and activities, among them, being resourceful and relentless learners in front of their students -- adapting to today's prevailing information environment and the information and communication technologies that work it." Probably need to find a simpler way to express this.
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The plan requires high school students to take online courses for two of their 47 graduation credits
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Mr. Luna said this would allow students to take subjects that were not otherwise available at their schools and familiarize them with learning online, something he said was increasingly common in college
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I agree with this. It's a good reason to require Online courses, to learn to take them, and to be expected to take some course that is so esoteric that it's not offered locally.
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becomes the textbook for every class, the research device, the advanced math calculator, the word processor and the portal to a world of information.
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I am not in disagreement with this statement. I'd be no less disagreeable with omission to textbook.
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Teachers are resisting, saying that they prefer to employ technology as it suits their own teaching methods and styles. Some feel they are judged on how much they make use of technology, regardless of whether it improves learning. Some teachers in the Los Angeles public schools, for example, complain that the form that supervisors use to evaluate teachers has a check box on whether they use technology, suggesting that they must use it for its own sake.
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We get so hung up on "technology." It's the information that's changed. There should be a check box that says, in what ways is the lesson including networked, digital, and abundant information?
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That is a concern shared by Ms. Rosenbaum, who teaches at Post Falls High School in this town in northern Idaho, near Coeur d’Alene. Rather than relying on technology, she seeks to engage students with questions — the Socratic method — as she did recently as she was taking her sophomore English class through “The Book Thief,” a novel about a family in Germany that hides a Jewish girl during World War II.
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This is a wonderful method for teaching and timeless. However, if the students are also backchanneling the conversation, then more of them are participating, sharing, agreeing and disagreeing, and the conversation has to potential to extend beyond the sounding of the bell. I'm not saying, this is a way of integrating technology, I'm saying that networked collaboration is a relevant way for students to be learning and will continue to learn after school is over.
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Her room mostly lacks high-tech amenities. Homework assignments are handwritten on whiteboards. Students write journal entries in spiral notebooks. On the walls are two American flags and posters paying tribute to the Marines, and on the ceiling a panel painted by a student thanks Ms. Rosenbaum for her service
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When I read this, I see a relic of classrooms of the past, that is ignoring today's prevailing information landscape.
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Ms. Rosenbaum did use a computer and projector to show a YouTube video of the devastation caused by bombing in World War II. She said that while technology had a role to play, her method of teaching was timeless. “I’m teaching them to think deeply, to think. A computer can’t do that.”
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Yes, she's helping them to think deeply, but how much more deeply would the be thinking if she asked her students to work in teams and find videos on YouTube that portray some aspect of the book, critique and defend their selections.
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She is taking some classes online as she works toward her master’s degree, and said they left her uninspired and less informed than in-person classes.
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Again, it is not useful to compare online course to f2f. They're different, and people need to learn to work within them.
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The group will also organize training for teachers. Ms. Cook said she did worry about how teachers would be trained when some already work long hours and take second jobs to make ends meet
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For his part, Governor Otter said that putting technology into students’ hands was the only way to prepare them for the work force. Giving them easy access to a wealth of facts and resources online allows them to develop critical thinking skills, he said, which is what employers want the most.
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It disturbs me that policies may be coming out of an environment where the conversation probably has to be factored down to such simplistic statements. Education is complex, it's personal, and it is critical -- and it's not just about what employers want!
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“There may be a lot of misinformation,” he said, “but that information, whether right or wrong, will generate critical thinking for them as they find the truth.”
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If she only has an abacus in her classroom, she’s missing the boat.
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Last year at Post Falls High School, 600 students — about half of the school — staged a lunchtime walkout to protest the new rules. Some carried signs that read: “We need teachers, not computers.” Having a new laptop “is not my favorite idea,” said Sam Hunts, a sophomore in Ms. Rosenbaum’s English class who has a blond mohawk. “I’d rather learn from a teacher.”
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shared by edutopia .org on 28 Jun 11
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Schools That Work: Integrating Art and Politics to Improve High School Student Engageme... - 2 views
www.edutopia.org/...ideo-york-high-school-teachers
schoolsthatwork schools integrating art politics high school school student engagement edutopia professionaldevelopment collaboration
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AP government teacher Dayna Laur and art teacher Katlyn Wolfgang collaborated to create a joint project between their classes. After Edutopia produced the video, Dayna and Katlyn, who teach at Central York High School in York, Pennsylvania, shared their strategies for creating a successful integrated studies project. You can also find free resources and downloads from from Central York High School.
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Wissahickon School District: WHS Graduation Project - 5 views
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I'll be spending time to AJ Juliani, Steve Mogg and Rosie Esposito from Wissahikon school district. Here's a copy of their Graduation project required to graduate from their school. I think all schools should have graduation projects. There is information and manuals if you want to look into this for yourself. I saw this in Evansvlle High school as well. This can be part of your genius work. "As part of graduation from Wissahickon High School, every senior is required to complete a graduation project. The projects include research, writing and an oral presentation to assure that students are able to apply, analyze, synthesize and evaluation information and communicate significant knowledge and understanding. This is culminating project in one or more areas of concentrated study under the guidance and direction of the high school faculty. "
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Bard High School Early College, a Second Chance for Disadvantaged Youth in Newark - NYT... - 0 views
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College / high school is being done in Georgia with the ACCELL program. I think the biggest issue is that it is accelerating classes and perhaps might be ahead of high school, but I promise, it isn't college. I have some concerns but am glad that it is helping people get started towards college. I just think care must be taken to ensure the quality and calibre of teaching and content, particularly if transfer credits are being required in state.
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At STEM Early College High School, students earn top test grades | STEMwire - 3 views
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I'm recording another episode of "Every Classroom matters" interviewing some of the teachers and organizers in the Chicago Early STEM college movement. As I researched for this show, I found this report out of North Carolina reporting an increase in test scores. A county here in Georgia is also implementing Early college stem as well. STEM is something every school needs (listen to the earlier show I recorded w/ Kevin Jarrett) but this is an interesting approach. "Just two years after it opened, a North Carolina high school has found that teaching students the principles of STEM can boost test scores and keep learners engaged. That's prompting the school to ask, "If we can do it, why can't other schools do it, too?" The school has a mouthful of a name: the Wake NC State University STEM Early College High School. It has attracted many students to its Raleigh campus - first generation-college students, minorities, and students from poor backgrounds - who are underrepresented in STEM fields. But in 2012, students did far better than average on the state's standardized exams, with more than 95 percent passing."
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Why Don't We Make Learning A Computer Language A Requirement In High School? - 1 views
www.feld.com/...equirement-in-high-school.html
edreform education learning computerscience computerscience_teacher edu_trends
shared by Vicki Davis on 17 Apr 12
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Languages are important. We teach them to children. But we ignore computer programming languages - perhaps some of the most important fluencies anyone can acquire. Instead, we black box them and hope they MIGHT look at doing this in college, when in fact, many of the best jobs and opportunities lie in languages: both "foreign" languages and computer languages. Thought provoking blog post about a conversation: "Many interesting and stimulating things were said, but one I remember was from Peter Pham over dinner. It was a simple line, "why do we teach languages in junior high and high school but not a computer language?" that had profound meaning to me."
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Encouraging more low-income and first-generation students to earn a degree - 0 views
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While not everyone community is as forward thinking as Kalamazoo, Michigan (which gives every child in that community a free college education at a public university of their choice in Michigan), helping children from low income families apply for college is imperative. I love this article because it gives practical advice and discusses the issues as well as some creative approaches. I think that the least communities could do is fund college application fees for low income students... helping kids go to college is a start, but a very important one. From this AP Article from NBC Latino... "Yet, nationally, about half of high school graduates from families making below $18,300 enrolled in college in 2012 compared to about 80 percent of those whose families earned above $90,500, according to the College Board. In Washington, where Duarte lives, only 30 percent of high school graduates go to college - a lower percentage than the number who drop out of high school, despite the city having the highest level of college attainment in the nation, according to the College Board. Nearly all the students at Roosevelt qualify for free or reduced lunches. To help create a college-going culture, a bulletin board near the school's front doors features the names of seniors and the colleges they were accepted to. College acceptances are announced over the intercom."
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What Do School Tests Measure? - Room for Debate Blog - NYTimes.com - 1 views
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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.
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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?
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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.
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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.
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Reading is the crucial subject in the curriculum, affecting all the others, as we know.
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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.
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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.
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Students, families and groups that have been marginalized in the past are hurt most when the true purposes of education are not addressed.
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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.
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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.
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This is why the Obama administration has nudged 47 states to come around the table to define what a proficient student truly knows.
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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.
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First, just because students are trained to do well on a particular test doesn’t mean they’ve mastered certain skills.
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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.
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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.
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Since standardized testing can accurately assess the “whole” student, low test scores can be a real indicator of student knowledge and deficiencies.
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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.
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The bigger problem with standardized tests is their emphasis on the achievement of only minimal proficiency.
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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.
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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.
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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.
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The Hour of Code: A BHS Help Desk Update | Burlington High School Help Desk - 3 views
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Students at Burlington High School are reviewing hour of code tutorials and their thoughts. For high school students, this is a great way to learn and share and also helps teachers identify best practices and best tutorials. Great job, Jenn Scheffer.
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High School 2.0 : Education Next - 6 views
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High School 2.0Can Philadelphia's School of the Future live up to its name?
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Recovering from the Need to Achieve - HBS Working Knowledge - 2 views
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e is an HNAP, or a high-need-for-achievement professional, according to Harvard Business
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DeLong believes the tendency to be a high-need-for-achievement type is embedded in the DNA, an addiction that spans across socioeconomic groups. Instead of experiencing happiness or well-being, HNAPs seek "relief in the accomplishment of tasks." Moving immediately to the next task on the list, they never savor accomplishments for long, he says. This creates a vicious cycle marked by a feeling of little or no real sense of purpose and a "flatness"—in career and in life. They often go through patches of life without creating or enhancing meaningful relationships, and even lack strength to deal with life's failures.
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So is there relief for HNAPs from all this obsessive comparing and competing?
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Copyright © 2011 President and Fellows of Harvard College
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I realize that most hard-driving managers and executives have been socialized to believe they cannot admit vulnerability to themselves or others. I would urge you to get past this misconception and realize that such admissions will enhance your productivity and career. So, consider: Do you regret any significant decisions you've made about your career? If you had to do it over again, would you do it differently? Have there been times when you treated your people unfairly? When you failed to listen and learn and instead directed and dictated? Do you feel you've been working at peak capacity in recent years? If not, why not? Are you unwilling to admit your mistakes to your direct reports? To your bosses? To your colleagues? Have you asked anyone for help recently? Have you admitted you didn't know something and needed to learn it? Have you asked for coaching? If you were to be completely honest with your boss and knew that there would be no negative repercussions, what secret fear or anxiety would you admit to him? Do you believe that you're in the right job, in the right group, and in the right organization? Or do you feel there's a mismatch between where you are now and what you want to accomplish
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Letting go—or flying without a net—is a big part of DeLong's prescription. He calls for the reader to stop and reflect with self-awareness; let go of the past; create a vision or specific goal with an agenda; seek support through mentors and a network; don't blink (or fall back on old behaviors); and take action that makes you vulnerable.
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Harvard Business School Blog about high need for achievement professionals. Can this be applied to some of our students?
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Creating Wonder in High Prior Attainers by @mathsmuse - 1 views
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"High prior attainers. Gifted and talented. High Achievers. The students that are aiming for the very top grades at GCSE, that we're all determined to keep at A level for our subject. We put on trips. We run extracurricular clubs. We bring out the "Challenge Questions". We create peer mentoring. But one thing we often neglect is developing their sense of curiosity in our subject, developing that sense of wonder and awe for the best little bits, that need to actually just know how/ why/where/what is going on with this little bit of your subject."
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Digital Photography Lessons for High School Classes - Yahoo! Voices - voices.yahoo.com - 9 views
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Some interesting lessons for teaching photography with students in high school classes. I like to use photos on flickr as we discuss the rule of thirds, and other techniques.
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High School (Grades 9-12) Activities, Lesson Plans, Educational Worksheets & Handouts -... - 11 views
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Worlds of Learning | Worlds of Making @ NMHS - 1 views
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Laura Fleming is using Makerspace in her classroom. She's at New Milford HIgh School -- a place led by one of the best principals in the business, Eric Sheninger (his new book is awesome - out in January). Laura is using Mozilla's Web Literacy Standard and her Makerspace which includes robotics, stop motion animation and "Molecular gastronomy" and more. Wow. I'm fascinated. Take a look. "Setting up a Makerspace has been a priority of mine from the moment I started here at New Milford High School, and it's already well on its way to being achieved. Having a school principal who provides the perfect mix of encouragement and autonomy has, of course, been a great help, but it has also been very much a team effort: the school's tech team and custodians have been very supportive and cooperative, along with a diverse variety of students interested in 'making' experiences. At the heart of the vision for my Makerspace is to develop the space and to provide resources and opportunities that will aid in promoting web literacy. These components encompass Mozilla's Web Literacy Standard. The standard is make up of three key elements: exploring, building and connecting and focuses on reading, writing and participating on the web. "
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3 Factors Detrimental To Obesity-Related Heart Disease - 1 views
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With 1.4 billion adults over age 20 who are obese, these are things we should educate everyone about. Great information for a health or biology class and also for teachers to read as we think about our own health in a very high pressure job. "High blood pressure, serum cholesterol and blood glucose explain approximately 50% of the increased risk of heart disease and three-quarters of the increased risk of stroke among overweight or obese individuals, according to a new study published in the journal The Lancet."
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Kahoot! | Game-based blended learning & classroom response system - 3 views
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This has got to be the funkiest instant poll, quiz, response site around. Create questions, quizzes and polls with optional uploaded images for participants to complete in real time from a computer or mobile device. The users access the quiz by using a pin code. The 'question master' gets the data back instantly and it is stored on the site or can be downloaded. This is superb for checking the knowledge of children in your class or that your audience is still awake. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
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Got this email from a teacher Hi Vicki- I love your blog, tweets and contributions to flipboard! I am a teacher at a local school district charter high school and appreciate your zeal for teaching and learning. I am not sure if you have heard about Kahoot! but wanted to ask you to check it out by following it on Twitter or watching a few youtube videos of Kahoot in action. I have no financial investment in it or any reason for recommending it other than how much we are enjoying using it at our school and how valuable a tool I believe it to be. Questions can be entered by students or teachers and pictures can be uploaded to each question to add visual appeal. The students can use computers, smart phones, tablets and don't have to have an account- they just log in to kahoot.it and then join the interactive quiz. Everyone gets so involved and passionate and it is great for reviews before tests or for supplemental instruction. The results can be viewed on a spreadsheet and provide formative assessments. It can be used for any ages and any subjects. I am so jazzed about this great new tool and hope you will be too. https://getkahoot.com Kathryn Lewallen Payson, AZ Payson Center for Success High School