Skip to main content

Home/ educators/ Group items tagged individualized

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
  • ...19 more annotations...
  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
Vicki Davis

Curriki - ContinuityofLearning - 0 views

www.curriki.org/...ContinuityofLearning

education learning h1n1 edu_trends

shared by Vicki Davis on 27 Aug 09 - Cached
  • Vicki Davis on 27 Aug 09
     
    Just received this in my inbox: "WASHINGTON DC (August 25th, 2009) - Curriki, the largest online community for creating and sharing open source K-12 curricula, was asked by the Department of Education, Office of Innovation and Improvement (OII) to provide a continuity of learning plan for states, school districts, and individuals as part of a nationwide readiness initiative for a possible resurgence of the H1N1 virus. Curriki's continuity of learning plan includes access to a free and open repository of teaching and learning resources built on an open platform that can be customized for individual states or school districts. Like an iTunes playlist, users of Curriki can create collections of free and open educational resources, along with repositories of other supplemental content. If a teacher prefers one lesson to another, he or she can easily swap content in or out to meet the individual needs of the students. States or school districts can take advantage of customized landing pages designed to provide specific information, news, resources, and links to their education stakeholders. Additionally, Curriki's group function allow members of a district, school, or community to stay connected and privately share resources, communicate and post news and collaborate on projects from any location. " I think that perhaps online learning is about to completely boom largely as a result of the growing pandemic and the need for isolation and ongoing learning. Curriki has things together for this and I'm going to take a look at this for our school.
Ed Webb

Liberal Education after the Pandemic | AAUP - 1 views

www.aaup.org/...beral-education-after-pandemic

LiberalArts liberal_arts education future US USA pandemics economy sustainability science climate opinion

shared by Ed Webb on 19 Sep 20 - Cached
  • The current massive and unanticipated experiment in online education could transform higher education as we know it. We should begin these difficult conversations about the future of the liberal arts now, in cyberspace, before the new normal takes shape—whenever that may be. Even if we feel trapped in our own homes and beset with anxiety and cabin fever, we also have an opportunity to reconsider the aims of higher education not in the abstract but in this concrete historical moment, with attention to specific institutional needs, public policy proposals, ideological pressures, and the overarching economic crisis.
  • A genuine commitment to ethical, historically aware, egalitarian, or democratic principles can land an individual in a world of trouble. I am thinking, for example, of the basic scientific literacy, historical awareness, and ethical commitment that equip an individual citizen to recognize the expertise of infectious disease specialists and reject the common sense of neighbors or the priorities and demands of an employer—or to spot the bogus claims, fundamental incompetence, or ethical depravity of some elected leaders. Such scientific literacy and basic familiarity with statistical analysis allow nonexperts to understand the arguments of climatologists and reject the sophistry of coworkers or talk show hosts or governors who point out, for example, that “the climate has always been changing.”
  • The reason that individual institutions cannot pitch such potential outcomes under ordinary circumstances is that these intellectual faculties serve the public good but do not necessarily advance the economic interests or career objectives of individual prospective or current students, especially those incurring significant debt. Being a whistleblower, for example, is generally a costly, painful career move—but the public needs to know nonetheless if the US military is shooting civilians in the streets of Baghdad; or the pharmaceutical industry is engineering a profitable opioid epidemic; or the health insurance industry is denying legitimate claims.
  • ...3 more annotations...
  • just as the current crisis represents an opportunity for the people who have been working hard to privatize everything imaginable, dismantle public education, sink net neutrality, and align higher education with the demands of prospective employers and industry moguls (think here of the interventions of the Koch brothers in higher education, for example), it also represents an opportunity to push for the basic conditions under which a liberal education might properly serve its public functions. We should use these months to advocate for the kinds of public policies, such as tuition-free higher education, that recognize liberal education as a common good. We must articulate the reasons why a liberal education is in fact a common good and why a liberal education is disfigured if it is made to promote the demands of prospective employers.
  • We need a society capable of devising new and more humane social contracts, new political economies, new food and energy grids, and sustainable use of resources—whether or not these projects produce financial dividends for individual graduates or for their employers. An accessible, publicly funded liberal education decoupled from the demands of industry and prospective employers is the best way to prepare people to do these things.
  • we should use these months of confinement to strategize about a long-term case for liberal education and for public investment in an educated citizenry. Now is the time to invest some of our intellectual capital in education advocacy that ultimately makes a difference not only in the lives of students but also for the collective well-being of our nation and the world
Vicki Davis

Once Upon A School - 0 views

onceuponaschool.org

education grants

shared by Vicki Davis on 11 Sep 08 - Cached
  • Vicki Davis on 11 Sep 08
     
    This from my email: "This is Natasha Dantzig for the TED (Technology, Entertainment and Design) Conference. I'm writing to let you know that organizers of the TED Prize have announced an open challenge in support of author and philanthropist Dave Eggers and his 2008 TED Prize wish to collect 1,000 stories of private citizens engaged in their local public schools. Each year, three individuals are granted the TED Prize, which provides winners with a wish to change the world, $100,000 in seed money, and the support of the TED community in making the wish come true. As an extension of Eggers initial wish, the open challenge asks individuals to design and implement new projects for local public school students. The three winning entries will receive a pass to the sold out TED2009 Conference to be held in Long Beach, California on February 4-7, 2009. " Good luck with sharing. I find it interesting that the projects that are emerging between public and private schools and crossing the lines and boundaries between us (which is what we should be doing) could only be submitted by a public school person and then, may not be considered because it can only be for public school students. In some ways, the writing of the proposal itself is limiting because it doesn't see the vision of what is truly happening in education.
Jeff Johnson

Differentiated Instruction (CAST) - 0 views

www.cast.org/...ncac_diffinstruc.html

differentiated_instruction education instruction teaching

shared by Jeff Johnson on 19 Jul 08 - Cached
  • Jeff Johnson on 19 Jul 08
     
    Not all students are alike. Based on this knowledge, differentiated instruction applies an approach to teaching and learning so that students have multiple options for taking in information and making sense of ideas. The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjusting the curriculum and presentation of information to learners rather than expecting students to modify themselves for the curriculum. Classroom teaching is a blend of whole-class, group and individual instruction. Differentiated Instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms.
Jackie Gerstein

iMovies in Education - 9 views

edweb.sdsu.edu/ie

iMovie education teaching Technology pedagogy

shared by Jackie Gerstein on 04 Sep 11 - Cached
  • Jackie Gerstein on 04 Sep 11
     
    Teachers using digital video, in particular iMovie, have provided an abundance of anecdotal evidence for encouraging individual expression, spawning creativity, revitalizing content, promoting collective knowledge construction and individual reflection, and offering students of a variety of backgrounds and experiences to engage in authentic learning.
Martin Burrett

GDPR and Education - 0 views

ukedchat.com/...gdpr-education

GDPR data

shared by Martin Burrett on 14 Nov 18 - No Cached
  • Martin Burrett on 14 Nov 18
     
    "New rights and responsibilities regarding personal data are set to be released in Europe on 25th May 2018 under the new General Data Protection Regulation (GDPR). For individuals, new rights are given by knowing what information organisations hold about you, and what they can do with it. Organisations have new obligations, including ensuring permission has been given to hold such data and responsibilities about the way the data is held. The changes affect everyone, including schools, educational companies, and individuals."
Martin Burrett

Personalised Learning - Is it achievable? - 0 views

ukedchat.com/...on-38-thursday-24th-march-2011

learning personalised learning differentiation independent engagement inclusion

shared by Martin Burrett on 06 Jun 18 - No Cached
  • Martin Burrett on 06 Jun 18
     
    "A fascinating discussion which looked at how it is possible to achieve personalised learning within classrooms at all levels. It was evident that the term 'Personalised Learning' had a different meaning to different people from different settings. Although 'official' definitions were offered, the ambiguity still remains. Is it really possible to personalise the curriculum for 30 individuals within a classroom envirnoment? Even more of a challenge to secondary colleagues who are faced with cohorts from different year groups within the same day - being faced with over 100 individual pupils within any day?"
Martin Burrett

Actually Giving a Damn: The ONLY Thing That Matters? by @RichardJARogers - 0 views

ukedchat.com/...giving-damn

shared by Martin Burrett on 09 Jun 18 - No Cached
  • Martin Burrett on 09 Jun 18
     
    "The events in this article are based on actual occurrences. The names and, in some instances, the genders of individuals have been changed to protect the individuals' privacy. The aroma of coffee did little to awake the senses. For a sleepy NQT who was in his first week back at school after the Easter vacation, the old routines were a sharp shock to the system."
Martin Burrett

The Positive Power of Negative Thinking - 0 views

ukedchat.com/...sitive-power-negative-thinking

thinking

shared by Martin Burrett on 11 Dec 17 - No Cached
  • Martin Burrett on 11 Dec 17
     
    "Fads in education come and go, with many settings being full of optimism, hope, and trying to instil a positive mindset among their pupils. Yet, all these positive, happy signals sometimes fall short of providing individuals the skills to think more critically within the world they engage in. Many people believe that thinking negatively is a bad thing, and do not consider it as a positive force for good. Expecting things to go wrong can be a great force for good, and with grades and expectations in schools set very high, what happens when things don't go to plan? People are completely stuffed. If exams scores do not reach expected levels, then deciding on a college, university, or vocational options can throw individuals off-course, but having considered the negative outcome options can provide a backup plan of which they still have some control."
anonymous

Response: Several Ways Teachers Can Create A Supportive Environment For Each Other - Cl... - 10 views

blogs.edweek.org/...nvironment_for_each_other.html

shared by anonymous on 01 Dec 11 - No Cached
    • anonymous
      anonymous on 01 Dec 11
       
      Relationships are key.
  • One way to address this is to establish a team norm that collaborative efforts AREN'T about studying successful people. Instead, they are about studying successful PRACTICES
  • Because teachers are (1). surrounded by efforts to tie performance to individuals instead of collaborative groups and (2). used to working in isolation, it is only natural to see competitive teacher-centered language slip into our conversations.
  • ...2 more annotations...
  • The first level is, what can an individual teacher do to impact the culture of her individual professional learning team?
  • The second level is, what can teachers do to impact the culture of their schools?
darkbird18 Wharry

____Star www.InternetWorldStats.com.URL - 6 views

www.internetworldstats.com

New Imported Folder Internet Information webs Favorites New Imported Folder Internet Information webs

shared by darkbird18 Wharry on 02 Feb 14 - Cached
  • darkbird18 Wharry on 02 Feb 14
     
    Internet World Stats is an International website that features up to date world Internet Usage, Population Statistics, Travel Stats and Internet Market Research Data, for over 233 individual countries and world regions. See the Internet Big Picture here.
  • darkbird18 Wharry on 02 Feb 14
     
    Internet World Stats is an International website that features up to date world Internet Usage, Population Statistics, Travel Stats and Internet Market Research Data, for over 233 individual countries and world regions. See the Internet Big Picture here.
Brendan Murphy

How to fix our schools: A manifesto by Joel Klein, Michelle Rhee and other education le... - 16 views

www.washingtonpost.com/...AR2010100705078.html

shared by Brendan Murphy on 08 Oct 10 - No Cached
  • has left our school districts impotent and, worse, has robbed millions of children of a real future
    • Michael Walker
      Michael Walker on 08 Oct 10
       
      Why are district's impotent? If administrators do their job and a) mentor young teachers and b) remove them if they are ineffective the system can work!
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      Yes. In the districts where administrators work the system does work. Unfortunately these mega-district administrators think that their job consists only of firing bad teachers. The hardest work is giving the good teachers the resources they need to continue excellent work!
  • District leaders also need the authority to use financial incentives to attract and retain the best teachers.
    • Michael Walker
      Michael Walker on 08 Oct 10
       
      And yet, studies show that merit pay doesn't work!
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      That's right. Socio-emotional learning, one of the most important kinds for the development of good citizens, defies standardized testing.
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      How about we raise starting pay for teachers to $60,000 per year. Make teaching a profession more top notch students want to major in.
  • but let's stop pretending that everyone who goes into the classroom has the ability and temperament to lift our children to excellence.
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      Wow. Straw man. Who's pretending? Let's stop flogging our administrators and stop slapping our policemen too...
  • ...5 more annotations...
  • We must equip educators with the best technology available to make instruction more effective and efficient. By better using technology to collect data on student learning and shape individualized instruction, we can help transform our classrooms and lessen the burden on teachers' time.
    • Michael Walker
      Michael Walker on 08 Oct 10
       
      Yes, the most effective way to use technology in the classroom is to gather data...NOT! What about providing the technology so the students can create meaning and learn?
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      I've found that administrators aren't too interested in individualized instruction, even though they say so. What they want is higher scores on "common assessments" whether or not this benefits individual learners. Humanities teachers have always been frustrated by this, and now science teachers are frustrated too. They're not allowed to help students achieve excellence in areas that are exactly the right amount of challenge for each student. Instead, they're still forced to "cover everything" for each student, in spite of the fact that this does not benefit students who haven't mastered the material to a point of competence. Weird.
  • For the wealthiest among us, the crisis in public education may still seem like someone else's problem, because those families can afford to choose something better for their kids. But it's a problem for all of us -- until we fix our schools, we will never fix the nation's broader economic problems. Until we fix our schools, the gap between the haves and the have-nots will only grow wider and the United States will fall further behind the rest of the industrialized world in education, rendering the American dream a distant, elusive memory.
    • t jaffe-notier
      t jaffe-notier on 11 Oct 10
       
      How can we recruit excellent teachers to schools that need them the most when our best proposed solutions don't reward teachers for taking on a challenge?
  • taking advantage of online lessons and other programs
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      This is code for let's pay online educators $12 an hour to teach and remove the cost of those expensive buildings.
  • replace or substantially restructure persistently low-performing schools that continuously fail our students.
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      Can we start at the very top and fire the superintendents?
  • charter schools a truly viable option
    • Brendan Murphy
      Brendan Murphy on 20 Oct 10
       
      No they aren't a viable option, they are labratories.
  • Michael Walker on 08 Oct 10
     
    This article is ripe for Diigo commentary!
  • ...1 more comment...
  • Dean Mantz on 08 Oct 10
     
    New York Times "How we can fix our schools"
  • t jaffe-notier on 11 Oct 10
     
    This article is ripe for Diigo commentary!
  • Brendan Murphy on 20 Oct 10
     
    This article is ripe for Diigo commentary!
Vicki Davis

GovTrack: S. 1492 [110th]: Text of Legislation, Enrolled Bill - 0 views

www.govtrack.us/...billtext.xpd

education erate law digiteen safety bestpractices digitalcitizenship

shared by Vicki Davis on 10 Jan 09 - No Cached
  • ‘(iii) as part of its Internet safety policy is educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response.’.
  • Vicki Davis on 10 Jan 09
     
    A school receiving e-rate funds must now: "'(iii) as part of its Internet safety policy is educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response.'."
Vicki Davis

Tales of an Inner-City Teacher: Crunch Time.... - 0 views

urbanteachertales.blogspot.com/...crunch-time.html

all_teachers best_practice curriculum edu_news edublog edublogger education

shared by Vicki Davis on 30 May 08 - Cached
  • Vicki Davis on 30 May 08
     
    Exciting description of a wonderful individual research project at the elementary level with limited resources and a very hard working teacher.
  • Vicki Davis on 30 May 08
     
    I love the pictures on this blog showing the students using the computer, on the floor... everywhere, working on individual research projects. (Got to this blog to see the final products.) At first I said, "display boards?" but then I realized the amount of computer work required to create these display boards and I saw the age of the students and the number of computers in this classroom. This is a tremendous amount of work. Applause here from me to Kristi, another teacher blogger who I "met" from yesterday's post (hey go back to yesterdays and leave yours!)
Dave Truss

Diigo in Writing Class « What Else? 1DR - 0 views

askwhatelse.wordpress.com/...diigo-in-writing-class

Diigo

shared by Dave Truss on 30 Jun 09 - Cached
  • Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs.
  • By gathering the information needed, the student is able to synthesize the ideas into his/her own connections
    • Dave Truss
      Dave Truss on 30 Jun 09
       
      Check out the link.
  • By saving the information to a Diigo group, students can connect with each other and share the important ideas for discussion or writing later:
  • ...2 more annotations...
  • In addition, after students write online (Google Docs, Wikis), the teacher can “Diigo” feedback. What was well done in the writing? What still needs improvement? This fifth grade student read the first annotation about the need to add examples.
  • Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding.  Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
  • Dave Truss on 30 Jun 09
     
    Here a student simply highlights the information she needs to review later in her document (wiki, MS Word, presentation, etc.) in order to analyze the information for her needs. ...Through individual or collaborative Diigo annotations, students connect to facts in ways that allow comprehension and connections that deepen their understanding. Through Diigo annotations for feedback, students easily understand what aspects of their writing need improvement. Diigo is our friend in the writing classroom.
Roland O'Daniel

copyrightconfusion - Reasoning - 9 views

copyrightconfusion.wikispaces.com/Reasoning

fair use copyrightconfusion copyright administration instruction

shared by Roland O'Daniel on 06 Oct 09 - Cached
  • How do I know if my use is a fair use? This tool has been developed to help teachers and students reason through the fair use process. You can see an example of how this tool is being used HERE
  • Use the form online The data from this form feeds into a google spreadsheet so you can compare how individuals or groups reason the fair use of copyrighted material in a work. If you would like to use this form in your work you can click here. If you have a google account, you can sign in and copy into your google account.
  • Dennis OConnor on 06 Oct 09
     
    Here's a breakthrough tool to help all teachers better understand copyright and fair use.
  • Roland O'Daniel on 07 Oct 09
     
    How do I know if my use is a fair use? This tool has been developed to help teachers and students reason through the fair use process. You can see an example of how this tool is being used HERE Use the form online. The data from this form feeds into a google spreadsheet so you can compare how individuals or groups reason the fair use of copyrighted material in a work. If you would like to use this form in your work you can click here. If you have a google account, you can sign in and copy into your google account.
Ruth Howard

Academy of Discovery - Discovery Blogging Rules - 7 views

discovery0607.wikispaces.com/Discovery+Blogging+Rules

blogging rules aup academy safety guidelines all_teachers administrator bestpractices edublogger

shared by Ruth Howard on 08 Oct 09 - Cached
  • please read the following list of agreements with your child. Please sign and date this agreement and return to Ms. Hughes. Thanks for your cooperation!
  • Infractions of these rules will lead to the following consequences in order of severity and number of offense: Letter of apology to those offended by the infraction(individual students, one core class, or whole blogging community),warning by teacher, and editing or deletion of offending post/comment. Letter of apology to those offended by the infraction(individual students, one core class, or whole blogging community),temporary loss of blogging privileges (duration of quarter), editing or deletion of offending post/comment. Letter of apology to those offended by the infraction (individual students, one core class, or whole blogging community), permanent loss of blogging privileges(duration of school year), editing or deletion of offending post/comment.
Duane Sharrock

Metacognition: An Overview - 7 views

gse.buffalo.edu/...metacog.htm

thinking about thinking Cognitive Strategy Instruction Flavell regulation planning strategy metacognition mindfulness infotention learning sternberg CSI

shared by Duane Sharrock on 12 Oct 12 - Cached
  • Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.
  • "Metacognition" is often simply defined as "thinking about thinking."
  • While there are some distinctions between definitions (see Van Zile-Tamsen, 1994, 1996 for a full discussion), all emphasize the role of executive processes in the overseeing and regulation of cognitive processes.
  • ...14 more annotations...
  • Most definitions of metacognition include both knowledge and strategy components
  • According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables.
  • These processes help to regulate and oversee learning, and consist of planning and monitoring cognitive activities, as well as checking the outcomes of those activities.
  • What is the difference between a cognitive and a metacognitive strategy?
  • Cognitive strategies are used to help an individual achieve a particular goal (e.g., understanding a text) while metacognitive strategies are used to ensure that the goal has been reached (e.g., quizzing oneself to evaluate one's understanding of that text).
  • Metacognitive and cognitive strategies may overlap in that the same strategy, such as questioning, could be regarded as either a cognitive or a metacognitive strategy depending on what the purpose for using that strategy may be.
  • Metacognition, or the ability to control one's cognitive processes (self-regulation) has been linked to intelligence
  • Knowledge is considered to be metacognitive if it is actively used in a strategic manner to ensure that a goal is met.
  • Sternberg refers to these executive processes as "metacomponents" in his triarchic theory of intelligence (Sternberg, 1984, 1986a, 1986b). Metacomponents are executive processes that control other cognitive components as well as receive feedback from these components. According to Sternberg, metacomponents are responsible for "figuring out how to do a particular task or set of tasks, and then making sure that the task or set of tasks are done correctly" (Sternberg, 1986b, p. 24). These executive processes involve planning, evaluating and monitoring problem-solving activities. Sternberg maintains that the ability to appropriately allocate cognitive resources, such as deciding how and when a given task should be accomplished, is central to intelligence.
  • Cognitive Strategy Instruction
  • Cognitive Strategy Instruction
  • Those with greater metacognitive abilities tend to be more successful in their cognitive endeavors.
  • CSI) is an instructional approach which emphasizes the development of thinking skills and processes as a means to enhance learning. The objective of CSI is to enable all students to become more strategic, self-reliant, flexible, and productive in their learning endeavors (Scheid, 1993)
  • Metacognition enables students to benefit from instruction (Carr, Kurtz, Schneider, Turner & Borkowski, 1989; Van Zile-Tamsen, 1996) and influences the use and maintenance of cognitive strategies
  • Duane Sharrock on 12 Oct 12
     
    "According to Flavell (1979, 1987), metacognition consists of both metacognitive knowledge and metacognitive experiences or regulation. Metacognitive knowledge refers to acquired knowledge about cognitive processes, knowledge that can be used to control cognitive processes. Flavell further divides metacognitive knowledge into three categories: knowledge of person variables, task variables and strategy variables."
  • Duane Sharrock on 12 Oct 12
     
    Sternberg defined intelligence as mental activity central to one's life in real-world environments; individuals "succeed" in life when they use mental skills to adapt to, select, and shape external environments. Correspondingly, in the late 1990s, Sternberg changed the name of the theory to the Theory of Successful Intelligence. As per its original name, the theory comprises three types of intelligence: analytical (also referred to as componential); practical (also referred to as contextual) and creative (also referred to as experiential).
Martin Burrett

Wheel of Fortune - 13 views

www.ngfl-cymru.org.uk/...wheelOfFortune.html

flash probability maths spinner

shared by Martin Burrett on 14 Nov 12 - No Cached
  • Martin Burrett on 14 Nov 12
     
    A flash resource to help teach probability in maths. Use the spinner to tally the colours that appear. The resource allows you to spin individual spins or up to 1000 spins at a time. http://ictmagic.wikispaces.com/Maths
1 - 20 of 155 Next › Last »
Showing 20▼ items per page