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Sandy Kendell

Proactive Approaches to address Cyberbullying and Digital Social Networking - 18 views

teachdigital.pbworks.com/safedsn

cyberbullying digital_citizenship socialnetworking

shared by Sandy Kendell on 21 Aug 10 - Cached
  • Sandy Kendell on 21 Aug 10
     
    Generally adults help young people learn to drive safely before giving them car keys and turning them loose on the streets of the world. Young people also need guidance and adult assistance to learn how to safely navigate the virtual environments of the 21st Century. Schools must be proactive, rather than merely defensive, in helping students acquire the skills of digital citizenship needed today and in the future. Simply banning read/write web tools on school networks is an inadequate response: Educators must strive to learn alongside students and parents how these technologies can be safely and powerfully used to communicate and collaborate.
Martin Burrett

Mental Health: Coping with Stress - 0 views

ukedchat.com/...ntal-health-coping-with-stress

mental health stress

shared by Martin Burrett on 17 May 18 - No Cached
  • Martin Burrett on 17 May 18
     
    "There are lots of stressful careers, but teaching combines the elevated baseline of chonic stress of the day to day, coupled with bouts of intensely stressful events. Inspections, staff meetings, work scrutiny, piles of unmarked books in the boot of your car, all can cause stress and anxiety. Plus the current culture of the profession, where boasts about the long hours individuals work are wore like medals rather than alarm bells, make us feel inadequate unless we are working ourselves to the verge of medical exhaustion."
David Wetzel

Why Interactive White Boards are Used Ineffectively in Classrooms - 12 views

www.teachscienceandmath.com/...ed-ineffectively-in-classrooms

effective use of iwb smartboards inadequate professional development for teachers interactive white boards science math technology strategies teaching

shared by David Wetzel on 28 Jul 10 - Cached
  • David Wetzel on 28 Jul 10
     
    An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!
Gaby Richard-Harrington

Working Toward Student Self-Direction and Personal Efficacy as Educational Goals - 2 views

www.ncrel.org/...lr200.htm

student learning efficacy

shared by Gaby Richard-Harrington on 23 Mar 11 - Cached
    • Gaby Richard-Harrington
      Gaby Richard-Harrington on 23 Mar 11
       
      I think that this is worth listening to. It gives a really different reason for conferences.
  • she observes student-led parent/student conferences.
    • Gaby Richard-Harrington
      Gaby Richard-Harrington on 23 Mar 11
       
      I think this is worth listening to. It gives a whole new perspective on conferences.
  • improvement of instruction and for evaluation,
  • ...14 more annotations...
  • mutually-enhancing learning process.
  • In traditional classrooms the teacher is seen as the information giver; knowledge flows only one way from teacher to student. In contrast, the methods used in a collaborative classroom emphasize shared knowledge and decision making.
  • Teachers may have a great deal of difficulty learning how to share control of instruction with students.
  • helping students make their own decisions will conflict with some teachers' learned experiences as well as their feelings about being in charge.
  • For some teachers this is a most difficult challenge
  • Similarly, students who are used to relying on teachers to give them so much structure, direction and information will have to learn to start asking themselves
  • "What can I do before I ask an adult?"
  • Some psychologists point out that fostering self-determination and personal efficacy can conflict with our goals for collaborative work (Sigel) unless we find ways to mold both goals into our instructional programs
  • self-direction can refer not only to the individual but to a group, a class of students, that decides upon goals, designs strategies and collaboratively evaluates progress on a group basis. As Vygotsky (1978) notes,
  • learning to think occurs within a social context; group speech gradually becomes internalized as personal self-talk about confronting life's difficult, complex situations.
  • Finally, personal efficacy means taking control of one's destiny
  • school restructuring and change
  • Some critics (Apple, 1979) suggest that schools help students reproduce knowledge of a dominant social, economic class, and not engage in producing for their own knowledge.
  • Further, many parents are concerned that a reorientation toward student self-direction and personal efficacy will diminish the influence of home and school and inadequately prepare students for the work force.
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.
Ed Webb

Seventy-One Stories About Being Trans in School - 0 views

grace.substack.com/...-one-stories-about-being-trans

LGBT LGBTQ education college colleges universities university

shared by Ed Webb on 18 Jul 19 - Cached
  • (a) some of the biggest challenges trans students face are infrastructural, both bricks-and-mortar structures (the housing of trans students; bathroom facilities), and digital architecture (course information software, transcripts, diplomas and email databases all routinely misidentify students);(b) an overwhelming majority of students and graduates described the experience of being misgendered and/or deadnamed by their professors as an extremely common experience.
  • I do think there’s real value in hearing stories of what it feels like to be misgendered or deadnamed
  • Anti-trans academics who claim that their rights are being infringed are heard far more frequently in the mainstream media than are the students who are apparently doing the infringing.
  • ...10 more annotations...
  • academic freedom is a value of deep institutional importance to the independence of the University from entrenched power. Free speech demands no such institutional defense, and is rightly deprioritized when in conflict with other interests such as equity of access to education, or the health and wellbeing of students
  • To listen to trans students and graduates is to be sure that, whatever the British gender critical academics argue, the training of the professoriate on this issue is woefully inadequate
  • Many trans and non-binary students reported challenges finding built environments where they could feel safe at college. “They keep housing me with men,” wrote one trans woman; another trans woman reported that, despite being roomed with “transphobic students,” her administrators “weren’t, in general, willing to cut me a whole lot of slack because I hadn’t legally changed my gender marker.” A trans man reported being “placed on an all-girls floor even though I stated clearly on my housing form that I’m a trans guy.” Another student described the non-accommodation of trans students as an official policy: “my school matches roommate based on assigned sex, and refuses to accommodate trans students.”
  • Many students wrote with great enthusiasm about LGBTQ support centers on campus, which provide trans students with community and guidance. One writes that “younger uni empoyees and employees who were queer or allies were actually pretty great”; another says “the campus LGBT centers at two of the institutions where I experienced […] discrimination were amazing”; another writes that “the gender equality center is really working to help students and we have queer profs and Pride programming.” Another describes the vibe at the LGBTQ center as “quite tumblr but very supportive.” Students reported valuing the opportunity to invite speakers and guests themselves, though some report a wish that more resources for such programming were available.
  • A number of students wrote to express their dismay at the poverty of counselling resources for trans students
  • A large majority of respondents – close to all - explicitly reported experiences with “deadnaming” and “misgendering” by their academic advisors – their professors and mentors. Some of these instances were “deliberate,” “malicious,” “continued,” or “transphobic,” while others were merely “ignorant” or “accidental.” One respondent reported having been taught by two kinds of teacher: “profs who never asked for pronouns and always misgendered me, and profs who asked for pronouns but would still misgender me every time and apologize every time under the guise of ‘trying their best’.”
  • Sometimes being misgendered at a key moment in one’s school career throws students into emotional disarray at an inopportune moment.
  • colleges and universities are failing to establish adequate infrastructure for trans and non-binary students (especially in respect of digital architecture, which perhaps receives less attention than bricks-and-mortar)
  • staff and faculty, far from being the mindwiped drones of the gender critical academics’ fantasy, are mostly pretty incompetent at addressing and discussing trans students
  • I have a responsibility as a teacher to ensure minimum standards of care and equitable access to education for all my trans students, but also that I have a responsibility to push back against those institutional disincentives
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